
Glass T. 1 K 1 76 .3 
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112 






°ia\ 



Patriotic 

and 

Civic Instruction 




South Dakota 



TO THE TEACHERS OF SOUTH DAKOTA 



I am entirely in sympathy with the efforts of the De- 
partment of Public Instruction in encouraging and insisting 
upon a proper instruction in Patriotism. The bulletin on 
Patriotic Instruction will surely develop a better appreciation 
of America and her institutions, a higher regard for the 
flag and a fuller realization on the part of the children that 
they are citizens of the United States NOW and are called 
upon to assist in making a better school, town, county, state 
and nation. 

I especially approve the suggestions relative to the float- 
ing of the American Flag on school grounds, the patriotic ob- 
servance of special days, and the exercises familiarizing the 
children with the process of voting. Also the exercises sug- 
gested to help the children realize that the Government really 
functions in their own lives every day, as well as the sugges- 
gestions for the "Young Citizens League" are worthy of most 
careful consideration. 

PETER NORBECK, 

Governor of South Dakota. 



PATRIOTIC AND 
CIVIC INSTRUCTION 

Issued by the 

DEPARTMENT OF PUBLIC INSTRUCTION 

of 

SOUTH DAKOTA 
JANUARY, 1921 



FRED L. SHAW M. M. GUHIN 

Superintendent of Public Instruction State Director of Americanization 



omTAq 

The Capit^,y^»rarS<*41^©«fef)ta. 

TO THE TEACHERS OF SOUTlf mbdTAT * lk ~^ 

As I walked down to my office in the State House the 
other morning I heard the schoolu«bell loudly ringing and saw 
the children of the Capital City hurrying to their daily les- 
sons: my mind took in a wider sweep and I saw the thou- 
sands of children in one long P^o^|^OTH!3 ( ?^^il 1 M <£ KR9f 
state of ours entering the doors 01 the fifty-four nunared 
schoolhouses, and again taking in a still wider sweep I saw 
the millions upon millions of school children answering the 
call of the clamoring bell from every corner of the Union. I 
began to realize as never before thi r in}Portance of the work 
of the American public school. * * ^ ^^ 

Teachers ! yours is the task to 5 Tern* the crucible of edu- 
cation so well that the product will be the "finest gold." 

God forbid that any child in the state of South Dakota or 
in any other corner under the shadow of the Stars and Stripes 
should leave the ranks of this great procession without having 
received some instruction in the fundamental duties and re- 
sponsibilities of citizenship and a fuller realization of the 
priceless heritage which belongs to him or her who can say. 

"I am an American." 

FRED L. SHAW, 

Superintendent of Public Instruction. 



LIBRARY OF CONGRESS I WAHS .J Q3HH 

RECEtVEP ttgnI oi j do ^ }o snabnalnhaqug 

JUN 17 1925 
D QcuMassg a S S&£g& 



FOREWORD 



This bulletin on the teaching of patriotism and civic in- 
struction is intended to present specific directions on matter 
and methods generally approved. It is primarily a teacher's 
manual rather than a compilation of selections for pupils' use ; 
yet many excellent selections are given and should be avail- 
able to the children. 

An effort is made to indicate specific exercises tending 
to develop emotional response to America. This is the object 
in mind in directing that the American flag be floated on 
school grounds at least on Flag Days. While our state law 
requires the flag to be floated on school grounds EVERY day, 
we only ask that the spirit of the law be observed by floating 
it at least on days of special significance. However, this 
regulation must be construed as a requirement of the depart- 
ment of education ; and where it has authority to do so, as in 
the case of schools receiving state aid, the observance of 
Flag Days will be made a condition to be met by such schools. 

It is impossible in a bulletin of this kind to give more 
than a few selections for each of the days we celebrate; 
these should be supplemented by books prepared expressly for 
this purpose. The principal object in mind in the bulletin is 
to indicate the nature of the exercises which really com- 
memorate the event celebrated. 

Everywhere the complaint is heard that textbook work 
in civics does not get the results we want in patriotism and 
citizenship. The drill exercise on the text of the constitution 
is given, NOT to emphasize the text work, but to suggest a 
way in which time may be gained for more practical work. 
The suggestions given in the chapter on the "Young Citizens 
League" are intended to indicate some of this practical work. 
The organization of a branch of the Boy Scouts, Campfire 
Girls or Girl Scouts is considered practical, concrete work in 
community civics. 

The "Mock Cabinet Meeting," and the "Mock Election" 
exemplify the value of dramatization. Whatever else vital- 
ized work in civics involves, it certainly demands a utilization 
of the present interests and activities of the pupils. In the 
lesson on "Liberty and Law" an effort is made to present the 
real meaning of American freedom by (1) using striking 
facts; (2) humorous stories; and (3) stories about children 
to illustrate a principle. 

The article on "Peace-time Heroes" is intended to show 
that heroism is much more common than we usually think 
and that good citizenship is an everyday affair of all the 
people. The very day this was written the papers reported 
that a girl of thirteen years had received the Carnegie medal 



4 PATRIOTIC AND CIVIC INSTRUCTION 

for heroism; and the same issue reported a horrifying auto- 
mobile tragedy. While only one illustration of the fact that 
good citizenship should function in our everyday life, the 
automobile is, perhaps, the best illustration for the reason 
that people have not yet adjusted the moral code to this new 
means of locomotion. South Dakota had 160 men "killed in 
action" during the World War ; while 35 or 40 are killed every 
year in automobile accidents. This will continue until public 
sentiment stops careless driving. The schools are the most 
potent factor in molding public opinion of future years. 

Teachers are invited to write to the Americanization 
Department, Pierre, relative to any part of the bulletin. Sug- 
gestions for the 300th anniversary of the Landing of the Pil- 
grims will be sent on request. Copies of "Americanization in 
South Dakota" will be sent to teachers interested in evening 
schools and specific directions for organizing an evening 
school, outlining the work for the first evening. The work in 
vitalized agriculture is an important factor in Americaniza- 
tion and in interesting parents in school activities. 

This bulletin lepresents about all the department can do 
this year in promoting better citizenship and patriotism in 
the day schools. When it reaches you, it is for you to say 
what use shall be made of it; use it for America's sake. 

M. M. GUHIN, 
Director of Americanization. 



PATRIOTIC AND CIVIC INSTRUCTION 

ACKNOWLEDGEMENT 



In preparing this bulletin and compiling selections con- 
tained in it, the following pamphlets, bulletins and books have 
been used. 

1. Bulletins issued by departments of the United States 
Government, National Red Cross, National Defence League, 
The American Legion, State Library Commission, and State 
Fire Marshal. 

2. Arbor Day, Memorial Day and other Special Day 
bulletins issued by the department of public instruction of the 
following states : Wisconsin, Iowa, Minnesota, Nebraska, Kan- 
sas, Michigan, North Dakota, New Mexico, Oklahoma, Colo- 
rado, Ohio, New York, New Jersey, Rhode Island, Connecti- 
cut, Washington, Alabama, North Carolina, West Virginia, 
Louisiana, Illinois, California, South Dakota, Maryland, Ken- 
tucky and Vermont. 

3. The following books: 

The Young American Readers. .John C. Winston Co., Chicago 
Hygiene and Health Series. . . .Bobbs Merrill Co., Indianapolis 

Liberty Readers 

I Am An American Houghton Mifflin Co., Chicago 

Civics for New Americans Houghton Mifflin Co. 

The Teaching of Citizenship W. A. Wilde Co., Boston 

McGruder's American Government. .Allyn & Bacon, Chicago 

Hughes Community Civics W. A. Wilde Co., Boston 

Modern Americans Laurel Book Co., Chicago 

Our America Bobbs Merrill Co. 

Story of Liberty American Book Co. 

Patriotism in Prose and Verse . Educational Pub. Co., Chicago 

Good Citizenship American Book Co. 

School Efficiency Ginn & Co., Chicago 

Americanization and Citizenship Houghton Mifflin Co. 

New American Citizen (Mintz') Macmillan Co., Chicago 

The Liberty Reader. . . .Benj. H. Sanborn Company, Chicago 

America First American Book Company, Chicago 

Tarkington's My Country Ginn & Company, Chicago 

Country Life Readers 

B. H. Johnson Publishing Co., Richmond, Va. 

Republic of Friends Capital Supply Co., Sioux City 



4 PATRIOTIC AND CIVIC INSTRUCTION 

for heroism; and the same issue reported a horrifying auto- 
mobile tragedy. While only one illustration of the fact that 
good citizenship should function in our everyday life, the 
automobile is, perhaps, the best illustration for the reason 
that people have not yet adjusted the moral code to this new 
means of locomotion. South Dakota had 160 men "killed in 
action" during the World War ; while 35 or 40 are killed every 
year in automobile accidents. This will continue until public 
sentiment stops careless driving. The schools are the most 
potent factor in molding public opinion of future years. 

Teachers are invited to write to the Americanization 
Department, Pierre, relative to any part of the bulletin. Sug- 
gestions for the 300th anniversary of the Landing of the Pil- 
grims will be sent on request. Copies of "Americanization in 
South Dakota" will be sent to teachers interested in evening 
schools and specific directions for organizing an evening 
school, outlining the work for the first evening. The work in 
vitalized agriculture is an important factor in Americaniza- 
tion and in interesting parents in school activities. 

This bulletin lepresents about all the department can do 
this year in promoting better citizenship and patriotism in 
the day schools. When it reaches you, it is for you to say 
what use shall be made of it ; use it for America's sake. 

M. M. GUHIN, 
Director of Americanization. 



PATRIOTIC AND CIVIC INSTRUCTION 

ACKNOWLEDGEMENT 



In preparing this bulletin and compiling selections con- 
tained in it, the following pamphlets, bulletins and books have 
been used. 

1. Bulletins issued by departments of the United States 
Government, National Red Cross, National Defence League, 
The American Legion, State Library Commission, and State 
Fire Marshal. 

2. Arbor Day, Memorial Day and other Special Day 
bulletins issued by the department of public instruction of the 
following states : Wisconsin, Iowa, Minnesota, Nebraska, Kan- 
sas, Michigan, North Dakota, New Mexico, Oklahoma, Colo- 
rado, Ohio, New York, New Jersey, Rhode Island, Connecti- 
cut, Washington, Alabama, North Carolina, West Virginia, 
Louisiana, Illinois, California, South Dakota, Maryland, Ken- 
tucky and Vermont. 

3. The following books: 

The Young American Readers. .John C. Winston Co., Chicago 
Hygiene and Health Series. . . .Bobbs Merrill Co., Indianapolis 

Liberty Readers 

I Am An American Houghton Mifflin Co., Chicago 

Civics for New Americans Houghton Mifflin Co. 

The Teaching of Citizenship W. A. Wilde Co., Boston 

McGruder's American Government. .Allyn & Bacon, Chicago 

Hughes Community Civics W. A. Wilde Co., Boston 

Modern Americans Laurel Book Co., Chicago 

Our America Bobbs Merrill Co. 

Story of Liberty American Book Co. 

Patriotism in Prose and Verse . Educational Pub. Co., Chicago 

Good Citizenship American Book Co. 

School Efficiency Ginn & Co., Chicago 

Americanization and Citizenship Houghton Mifflin Co. 

New American Citizen (Mintz') Macmillan Co., Chicago 

The Liberty Reader. . . .Benj. H. Sanborn Company, Chicago 

America First American Book Company, Chicago 

Tarkington's My Country Ginn & Company, Chicago 

Country Life Readers 

B. H. Johnson Publishing Co., Richmond, Va. 

Republic of Friends Capital Supply Co., Sioux City 



6 PATRIOTIC AND CIVIC INSTRUCTION 

Most of the selections given in this bulletin have been 
copied from bulletins issued by other states; consequently it 
is possible that we have unintentionally used a few selections 
protected by copyrights without permission of the publishers ; 
but we have not willfully done so nor intentionally failed to 
give credit. 

The cuts of the Civil War soldier, the World War soldier 
and the trench scene were loaned us by the Department of 
Public Instruction of Wisconsin. The cuts of the state song, 
state seal, state capitol, national capitol, Beadle monument, 
Lincoln, Longfellow and others were loaned us by the Capital 
Supply Co., Pierre. For the use of these were are very 
grateful. 



PATRIOTIC AND CIVIC INSTRUCTION 

SPECIAL DAYS 



Mr. Bennett says the special day is a teaching device. It 
motivates and intensifies, rather than sacrifices, regular 
school work. It is not best observed or celebrated by dismiss- 
ing school and making it a day of idleness and pleasure- 
seeking. It is not a day of vacation, relaxation nor re- 
creation. It is not a "holiday" or "holyday", and even these 
are too often not observed as "holy". Memorial Day and 
July 4th are holidays usually best observed by community 
celebrations. Thanksgiving and Christmas are holidays 
which may be best observed in family re-unions and in the 
churches. On these four days, as the law provides, school 
should be dismissed; other "Special Days" are best observed 
by school exercises. Some of the Special Days may deserve 
only the recognition given by raising the flag and asking, at 
opening exercises, what event is commemorated; others 
may be entitled in addition, to the ten or fifteen minutes 
usually given to opening exercises; still others may be 
worthy of a special program lasting an hour or more. The 
latter are designated by bold-face type in the list of Flag 
Days. On these days flags should be floated on store build- 
ings, homes, etc., as well as on school grounds. 

Exercises in school on special occasions are usually 
greatly hampered because the "atmosphere" is not in har- 
mony with the theme. It requires a vivid imagination to 
see "Key eagerly searching the horizon in the dim morning 
light for a glimpse of Old Glory," with a bare blackboard for 
a background ; it is even harder when the board is partly cov- 
ered with yesterday's lessons. 

It is well to remove, as far as convenient, the equipment 
for regular school work from in front of the pupils, and trans- 
form the school room as far as possible into a cheery, bright 
"reception room" or "auditorium" appropriately decorated for 
the occasion. This transformation is easily accomplished if 
the room is equipped with movable desks. Fifteen or twenty 
yards of bunting, a dozen muslin flags, a few rolls of crepe 
paper, a spool of flower wire, an ingenious teacher and any 
group of American children will make possible a marked 
change in any room. If the bunting and flags are carefully 
folded and placed in a drawer, they can be used on many oc- 
casions. Blackboard stencils may be used to make the black- 
board an aid, instead of a hindrance, in producing the ap- 
propriate atmosphere. Cornstalks, corn, pumpkins and other 
farm products may be used for Thanksgiving, evergreens for 
Arbor Day. Special exercises are designed to result in emo- 
tional, rather than intellectual, response from the pupils. The 



8 PATRIOTIC AND CIVIC INSTRUCTION 

indefinable "feel" of the occasion is fully as important as the 
rendering of selections by the children. A collection of hel- 
mets, captured arms, kahki uniform, overseas cap and gas 
mask on Armistice Day will give a new meaning to the 
poem, "In Flanders Field." Time is not wasted in creating an 
appropriate atmosphere for special programs. 

* * * * 

"WHAT OUR FLAG MEANS" 

"Our flag means all that our fathers meant in the Revo- 
lutionary War. It means all that the Declaration of Inde- 
pendence meant. It means justice. It means liberty. It 
means happiness. Our flag carries American ideas, American 
history, and American feelings. Every color means liberty. 
Every thread means liberty. Every star means liberty. The 
flag does not mean lawlessness, but liberty through law, and 
laws for liberty. Forget not what it means. For the sake 
of its ideas, be true to your country's flag." — Adapted from 
an address by Henry W. Beecher. 



PATRIOTIC AND CIVIC INSTRUCTION 



SEPTEMBER 6— LABOR DAY 

If school is in session, some recognition should be given 
to Labor Day; if not, exercises suggested may be used on 
Arbor Day, Lincoln's Birthday, Election Day or Inaugural 
Day. 



"JUST KEEP ON KEEPIN' ON" 

If the day looks kinder gloomy 

An' your chances kinder slim, 
If the situation's puzzlm' 

An' the prospect's awful grim, 
An' perplexities keep pressin' 

Till all hope is nearly gone, 
Jus' bristle up an' grit your teeth, 

An' keep on keepin'on. 

Fumin' never wins a fight, 

An' frettin' never pays; 
There ain't no good in broodin' in 

These pessimistic ways — 
Smile just kinder cheerfully, 

When hope is nearly gone, 
An' bristle up an' grit your teeth, 

An' keep on keepin on. 

There ain't no use growlin' 

An' grumblin' all the time, 
When music's ringin everywhere, 

An' everything's a rhyme — 
Jus' keep on smilin' cheerfully, 

If hope is nearly gone, 
An' bristle up, and grit your teeth, 

An' keep on keepin' on. 

— James Whitcomb Riley. 



10 PATRIOTIC AND CIVIC INSTRUCTION 



LITTLE BROWN HANDS 

They drive up the cows from the pasture, 

Up through the long, shady lane, 
Where the quail whistles loud in the wheat field 

That is yellow with ripening grain. 

They find in the thick, waving grasses 

Where the scarlet- lipped strawberry grows ; 

They gather the earliest snowdrops 

And the first crimson buds of the rose. 

They toss the hay in the meadow 

They gather the elder-bloom white, 

They find where the dusky grapes purple 
In the soft-tinted October light. 

They know where the apples hang ripest 
And are sweeter than Italy's wines ; 

They know where the fruit hangs thickest 
On the long, thorny blackberry vines. 

They gather the delicate seaweeds, 

And build tiny castles of sand ; 
They pick up the beautiful seashells 

Fairy barks that have drifted to land. 

They wave from the tall, rocking treetops, 
Where the oriole's hammock-nest swings, 

And at night-time are folded in slumber 
By a song that a fond mother sings. 

Those who toil bravely are strongest, 
The humble and poor become great ; 

And from those brown-handed children 
Shall grow mighty rulers of state. 

The pen of the author and statesman, 

The noble and wise of our land — 
The sword and the chisel and palette, 

Shall be held in the little brown hand. 

— Uncle Remus' Magazine. 
(Written by a girl fifteen years old.) 



PATRIOTIC AND CIVIC INSTRUCTION 11 



KEEP A-TRYING 

Nixon Waterman 

Say "I will !" and then stick to it — 
That's the only way to do it. 
Don't build up a while and then 
Tear the whole thing down again. 
Fix the goal you wish to gain, 
Then go at it heart and brain, 
And, though clouds shut out the blue, 
Do not dim your purpose true 

With your sighing. 
Stand erect, and like a man, 
Know "They can, who think they can." 

Keep a-trying. 

Had Columbus, half sea o'er, 
Turned back to his native shore, 
Men would not, today, proclaim 
Round the world his deathless name. 
So must we sail on with him 
Past horizons far and dim, 
Till at last we own the prize 
That belongs to him who tries 

With faith undying; 
Own the prize that all may win 
Who, with hope, through thick and thin 

Keep a-trying. 



12 PATRIOTIC AND CIVIC INSTRUCTION 



The FLOWER FACTORY 

Lisabetta, Marianina, Fiametta, Teresina, 

They are winding stems of roses, one by one, one by one — 

Little children who have never learned to play: 

Teresina softly crying that her fingers ache today, 

Tiny Fiametta nodding when the twilight slips in, gray. 

High above the clattering street, ambulance and fire-gong beat 

They sit, curling crimson petals, one by one, one by one. 

Lisabetta, Marianina, Fiametta, Teresina, 

They have never seen a rose-bush nor a dewdrop in the sun, 

They will dream of vendetta, Teresina, Fiametta, 

Of a Black Hand and a face behind a grating ; 

They will dream of cotton petals, endless, crimson, suffocating, 

Never of a wild-rose thicket nor the singing of a cricket, 

But the ambulance will bellow through the wanness of their 

dreams. 
And their tired lids will flutter with the street's hysteric 

screams. 

Lisabetta, Marianina, Fiametta, Teresina, 

They are winding stems of roses, one by one, one by one, 

Let them have a long, long play-time, Lord of Toil, when toil 

is done! 
Fill their baby hands with roses, joyous roses of the sun. 

— Florence Wilkinson. 
# # * * 

The Recitation "The Village Blacksmith" is appropriate. 
Essays on such subjects as these may be read: The Farmer's 
Part in Winning the War. Heroes Among Laboring Men. 
Work of the Department of Labor. How a Foreigner Be- 
comes a Citizen. Need of Americanization Work. 



PATRIOTIC AND CIVIC INSTRUCTION 13 

SEPTEMBER 14, 1814— NATIONAL HYMN DAY 

Commemorating the bombardment of Fort McHenry 
when Francis Scott Key wrote the Star Spangled Banner. 

Designed to introduce the practice of raising the flag on 
Flag Days by an appreciative study of the many beautiful 
tributes to Old Glory, and inspired interpretations of its 
meaning. If exercises cannot be held so early in the year, 
numbers given may be presented on other national days we 
celebrate. 

HOW THE STAR SPANGLED BANNER WAS WRITTEN 

To secure the liberation of his friend, Dr. William Bean- 
es, Francis Scott Key obtained leave of President Madison to 
visit the British fleet at the mouth of the Potomac, carrying 
a flag of truce. The British Admiral received him kindly, 
but it was some time before he agreed to release Key's friend. 
In the meantime an attack on Baltimore was planned and the 
Americans were required to remain with the British fleet 
until after the attack. 

Thus on the night of September 14, 1814, Key was held a 
temporary prisoner on the British vessel while the fleet 
bombarded Fort McHenry. He stayed on deck all night watch- 
ing the fight and "listening with breathless interest to hear 
if an explosion followed the firing of each shell." While the fir- 
ing kept up, he knew the fort had not surrendered ; but sud- 
denly it stopped, shortly before daybreak. It was too dajk to 
see the fort and they paced the deck in painful suspense not 
knowing whether the attack had been abandoned or the fort 
had surrendered. When day dawned they looked through 
their field glasses and saw the flag still floating over Fort 
McHenry. 

During the night the song began to form itself in Key's 
mind; and when exultation took the place of suspense, his 
feelings found expression in verse which he wrote on the back 
of a letter. He finished the poem on the boat which carried 
him to shore. The next day he showed it to Judge Nicholson 
who had it printed in the Baltimore American. A young ap- 
prentice, Samuel Sands, set the type. In a few hours thou- 
sands of people were reading it. It was soon set to music, an 
old air, by Ferdinand Durang and first sung by his brother, 
Charles, an actor, in a tavern next to Holliday Street Theater. 
In this theater is was first sung to an audience and received 
with spontaneous and unbounded enthusiasm. 

(Abridged from Henry Watterson in Heart of America 
Readers — Scribner Sons, Chicago.) 



14 PATRIOTIC AND CIVIC INSTRUCTION 

e 

Reading. 

CHANGES IN THE FLAG 

The flag Key wrote about is now in the National Museum 
at Washington. It is of the fifteen stars and fifteen stripes 
variety ; but one star is missing — probably shot off during the 
bombardment. The flag is about thirty feet square, badly 
battered and torn. The flag with fifteen stars and fifteen 
stripes was the official flag from January 13, 1794 (after the 
admission of Vermont and Kentucky) until July 4, 1818. The 
law enacted Jan. 13, 1794 provided that a star and a stripe 
should be added for each new state ; but this was not done al- 
though five states were admitted before the law was changed. 
The law enacted in 1818 provided that there be thirteen 
stripes on the flag to symbolize the thirteen original states 
and that a new star should be added for each new state — this 
star to be first shown on the flag on July 4 following the date 
of admission. The stars were then arranged in rows instead 
of a circle. 

In 1912 it was decided to have the order in which the 
stars come on the flag represent the time when the states 
were admitted. Thus Delaware, the first state to adopt the 
constitution, is represented by the first star to the left on the 
upper row ; Arizona, by the last star to the right in the lowest 
row. 

It is impossbile to tell whether South Dakota's star is the 
forty-second or forty-third. Our state historian, Doane Rob- 
inson, has the original copy of Secretary Blaine's report on 
the admission of North and South Dakota. Mr. Blaine states 
they were admitted at "the same moment." Of course Presi- 
dent Harrison must have signed one proclamation before the 
other ; but he signed many other papers at the same time and 
neither he nor Secretary Blaine knew which proclamation was 
signed first. No one knows, nor ever will know, which of the 
Dakotas came into the Union first. 

OUR FLAG 

Charles Sumner 
There is the national flag! He must be cold, indeed, 
who can look upon its folds, rippling in the breeze, without 
pride of country. If he be in a foreign land the flag is com- 
panionship, and country itself, with all its endearments. Who, 
as he sees it can think of a state merely? Whose eye, once 
fastened on its radiant trophies, can fail to recognize the 
image of the whole nation? It has been called a "floating 
piece of poetry;" and yet I know not if it has any intrinsic 
beauty beyond other ensigns. Its highest beauty is in what 
it symbolizes. It is because it represents all, that all gaze at 



PATRIOTIC AND CIVIC INSTRUCTION 15 

it with delight and reverence. It is a piece of bunting lifted 
in the air ; but it speaks sublimely, and every part has a voice. 
Its stripes, of alternate red and white, proclaim the original 
union of thirteen states to maintain the Declaration of Inde- 
pendence. Its stars, while on a field of blue, proclaim that 
union of states constitutining our national constellation, 
which receives a new star with every new state. The two, 
together, signify union, past and present. The very colors 
have a language, which was officially recognized by our 
fathers. White is for purity, red for valor, blue for justice; 
and all together — bunting, stripes, stars and colors blazing in 
the sky — make the flag of our country, to be cherished by all 
of our hearts, to be upheld by all of our hands. 

OLD GLORY 

Stephen Driver was a sea-faring man, and before the 
civil war had sailed from Salem, Mass., to foreign ports. 
While in foreign waters he rendered a great service to the 
people, in recognition of which they presented him with a 
beautiful American flag. A priest blessed it as it rose to 
the masthead, and the captain made a solemn vow to defend 
it with his life, if need be. Later Captain Driver gave up 
the sea, going to Nashville, Tenn., to live. He opposed seces- 
sion and when the war began, in order to save his flag, sewed 
it between the lining of a quilt, and each night hugged it, and 
the thought of the nearness of "Old Glory" brought comfort 
to his faithful heart. Many times the confederates searched 
the house for the flag, threatening him with violence, even 
death, but he told them that he would yet raise his flag over 
the State House. When the Union troops entered Nashville he 
told the story of "Old Glory," brought it forth from its 
hiding place, and they went together to the State House roof 
and flung it to the breeze, the men in blue taking up the 
name and shouting for "Old Glory." 

YOUR FLAG AND MY FLAG 
Your Flag and my Flag! 

And how it flies today 
In your land and my land 

And half the world away ! 
Rose-red and blood-red 

The stripes forever gleam; 
Snow-white and soul-white — 

The good forefather's dream; 

Sky-blue and true-blue, with stars to gleam aright — 
The glorious guidon of the day; a shelter through the 
night. 



16 PATRIOTIC AND CIVIC INSTRUCTION 

Your Flag and my Flag! 

And, oh, how much it holds — 
Your land and my land — 

Secure within its folds! 
Your heart and my heart 

Beat quicker at the sight; 
Sun-kissed and wind tossed, 

Red and blue and white. 

The one Flag — the great Flag — the Flag for me and you 
Glorified all else beside — the red and white and blue! 

Your Flag and my Flag! 

To every star and stripe 
The drums beat as hearts beat 

And fifers shrilly pipe! 
Your Flag and my Flag — 

A blessing in the sky; 
Your hope and my hope — 

It never hid a lie ! 

Home land and far land and half the world around, 

Old Glory hears our glad salute and ripples to the sound. 

—William D. Nesbit. 



OUR FLAG FOREVER 

She's up there — Old Glory — where lightnings are sped; 
She dazzles the nations with ripples of red; 
And she'll wave for us living, or droop o'er us dead — 
The flag of our country forever! 

She's up there — Old Glory — how bright the stars stream ! 
And the stripes like red signals of liberty gleam! 
And we dare for her, living, or dream the last dream 
'Neath the flag of our country forever! 

She's up there — Old Glory — no tyrant-dealt scars, 
No blur on her brightness, no stain on her stars! 
The brave blood of heroes hath crimsoned her bars. 
She's the flag of our country forever! 

— Frank L. Stanton. 



PATRIOTIC AND CIVIC INSTRUCTION 17 

ETIQUETTE OF THE FLAG 

1. Do not hoist the flag before sunrise nor allow it to 
remain up on the pole or staff after sunset. 

2. When the flag is hung horizontally (so it can be 
viewed from one side only) the blue field should be to the 
left ; when hung vertically the blue field is toward the right. 

3. Never allow the flag to touch the ground or floor 
when being hoisted or lowered. It should float freely and if 
caught should be released at once. 

4. The flag should be saluted by all present when being 
hoisted or lowered ; and when passing in parade or in review, 
the spectators should stand if walking or sitting and, stand- 
ing "at attention," salute with the right hand in all cases, ex- 
cept that a man in civilian dress and wearing his hat, should 
remove his hat and hold it with his right hand opposite his 
left shoulder. 

5. In placing the flag at half mast, always hoist to the 
top of the staff and then lower to position (the top of flag 
one-third down from top of pole) ; In lowering from half mast 
the flag should also be first raised to top of staff. On Memor- 
ial Day the flag should be at half mast until noon and at full 
mast the remainder of the day. 

6. When the American flag is carried, with others, in 
parade, it must have the place of honor, at the right. If a 
number of other flags are carried our flag must either pre- 
cede the others or be carried in the center above the others, 
on a higher staff. 

7. In raising other flags with ours, the American flag 
must be above the others — never below them. 

8. The flag must never be draped, but always arranged 
to hang in straight lines. It must not be used as a cover for 
a desk, table or box. Nothing must ever be placed on the 
flag. When clusters or draping of colors is desired, bunting 
or cloth may be used — never the flag. 

9. The flag must not be used in whole or in part as a 
costume and when worn as a badge it should be small and 
pinned over the left breast or to the left collar lapel. It must 
never be used for advertising purposes — not even a picture of 
it ; nor may it be used as a toy, fan, parasol, paper napkin, or 
sofa cushion. 

10. It is unlawful to trample upon, mutilate, or other- 
wise treat the flag with insult or contempt; or attach to it 
any emblem or inscription whatever. When old or soiled it 
should be decently burned. Do not drive tacks in the flag. 



18 PATRIOTIC AND CIVIC INSTRUCTION 

11. When the "Star Spangled Banner" is being played, 
or sung, all persons within hearing should rise and stand, 
head uncovered. The playing of it as a part of a medley is 
prohibited and it should never be played as an exit march. 

12. When the flag is hung as a streamer to be viewed 
from both sides, as when stretched across a street, the field 
of blue should always be toward the east or the north. 

13. A Pledge of Allegiance to the Flag: "I pledge allegi- 
ance to my flag and to the Republic for which it stands, one 
nation, indivisible, with liberty and justice for all." 

THE FLAG GOES BY 

Hats off ! 

Along the street there comes 

A blare of bugles, a ruffle of drums, 

A flash of color beneath the sky. 

Hats off! 

The flag is passing by! 

Blue, and crimson, and white it shines, 

Over the steel-tipped, ordered lines. 

Hats off! 

The colors before us fly; 

But more than the flag is passing by. 

Sea fights and land fights, grim and great, 
Fought to make and to save the state ; 
Weary marches and sinking ships ; 
Cheers of victory on dying lips; 

Days of plenty, and years of peace, 
March of a strong land's swift increase; 
Equal justice, right, and law, 
Stately honor and reverend awe; 

Sign of a Nation, great and strong, 
To ward her people from foreign wrong; 
Pride, and glory, and honor, all 
Live in the colors to stand or fall. 

Hats off ! 

Along the street there comes 

A blare of bugles, a ruffle of drums ; 

And loyal hearts are beating high. 

Hats off! 

The flag is passing by. 

— H. H. Bennett. 



PATRIOTIC AND CIVIC INSTRUCTION 19 

THE FLAG SPEAKS 

I am whatever you make me, nothing more, 

But always I am all that you hope to be, 
and have the courage to try for. 

I am song and fear, struggle and panic, and ennobling hope. 

I am the day's work of the weakest man, 
and the largest dream of the most daring. 

I am the constitution and the courts, statute and statute- 
maker, soldier and dreadnaught, drayman and street 
sweep, cook, counselor, and clerk. 

I am no more than you believe me to be. 

My stars and my stripes are your dreams and your labors. 

For you are the makers of the flag, and it is well that you 
glory in the making. 

— Franklin K. Lane. 

THE FLAG 

There's no coward stripe upon it, 
And no shame is written on it, 
All the blood that's in its crimson 

Is the blood of manhood true; 
There's no base and brutal glory 
Woven sadly in its story. 
It's a bright flag, and right flag, 

And the flag for me and you. 

It's the flag without a fetter; 
It's the flag of manhood better; 
It has never done a mean thing, 

Never waved above a brute; 
Greed and hate it never shielded, 
Unto wrong it never yielded, 
It's a fine flag, a divine flag 

That in reverence we salute. 

It's the flag of all the glory 
That is written in man's story; 
It's the emblem of his freedom 

And the hope of men oppressed ; 
It asks no disgraceful duty, 
Never stains with shame its beauty. 
It's a pure flag, and a sure flag, 

It is our flag and the best. 

— The American Boy. 
Patriotic songs are especially appropriate such as the The 
Star Spangled Banner, Battle Cry of Freedom and America. 



20 PATRIOTIC AND CIVIC INSTRUCTION 

OCTOBER 12— COLUMBUS DAY 

Columbus Day is a State holiday in over half the states 
of the Union. It is an occasion for impressing lessons on 
perseverance, courage and adherence to an ideal. As the in- 
itial move in the making of America, it is worthy of recogni- 
tion as one of the Days we celebrate. 



THE LAND OF FREEDOM 
(To the tune of Dixie) 

I live in the land of freedom's making 
And I shout till the hills are shaking: 
Look away ! look away ! look away ! Freedom's Land. 

America's the promised nation 

Where the world may find salvation. 

Look away ! look away ! look away ! Freedom's Land. 

Chorus. 

Then wave the free man's banner, 

Hooray! Hooray! 

In freedom's name I stake my claim 

And live and die for freedom, 

I live, I die, 

I live and die for freedom, 

I live, I die, ' 

I live and die for freedom, 

I see Old Glory proudly streaming 
And the stars and colors gleaming, 

Look away ! look away ! look away ! Freedom's Land. 

My heart is like a band that's playing 
While the whole world is saying: 

Look away ! look away ! look away ! Freedom's Land. 

Chorus. 

— Louise Ayres Garnett, Evanston, 111., 
Printed by permission. 



PATRIOTIC AND CIVIC INSTRUCTION 21 

"PATRIOTISM" 

Breathes there the man with soul so dead 
Who never to himself hath said, 
This is my own, my native land! 
Whose heart hath ne'er within him burned, 
As home his footsteps he hath turned 
From wandering on a foreign strand? 
If such there breathe, go, mark him well; 
For him no minstrel raptures swell; 
High though his titles, proud his name, 
Boundless his wealth as wish can claim, 
Despite those titles, power, and pelf, 
The wretch, concentred all in self, 
Living, shall forfeit fair renown, 
And, doubly dying, shall go down 
To the vile dust from whence he sprung, 
Unwept, unhonored, and unsung. 

— Sir Walter Scott; from "Making Americans" 



SAIL ON, SHIP OF STATE ! 
Henry Wadsworth Longfellow 

Thou, too, sail on, ship of state! 

Sail on, Union strong and great! 

Humanity, with all its fears, 

With all the hopes of future years, 

Is hanging, breathless, on thy fate! 

We know what master laid thy keel, 

What workman wrought thy ribs of steel; 

Who made each mast, and sail, and rope, 

What anvils rang, what hammers beat, 

In what a forge and what a neat 

Were shaped the anchors of thy hope! 

Fear not each sudden sound or shock — 

'Tis of the wave and not the rock; 

'Tis but the flapping of the sail, 

And not a rent made by the gale! 

In spite of rock and tempest's roar, 

In spite of false lights on the shore, 

Sail on, nor fear to breast the sea ! 

Our hearts, our hopes are all with thee; 

Our hearts, our hopes, our prayers, our tears, 

Our faith, triumphant o'er our fears, 

Are all with thee — are all with thee. 



22 PATRIOTIC AND CIVIC INSTRUCTION 

IT CAN BE DONE 

Somebody said that it couldn't be done, 
But he with a chuckle replied: 

That "maybe it couldn't," but he would be one 
Who wouldn't say so till he'd tried. 

So he buckled right in, with a trace of a grin 
On his face. If he worried, he hid it. 

He started to sing as he tackled the thing 
That couldn't be done — and he did it. 



Somebody scoffed: "Oh, you'll never do that — 
At least no one has ever done it;" 

But he took off his coat and he took off his hat, 
And the first thing he knew he'd begun it, 

With a lift of his chin and a bit of a grin, 
Without any doubting or quiddit, 

He started to sing as he tackled the thing 
That couldn't be done — and he did it. 



There are thousand's who'll tell you it cannot be done, 
There are thousands who prophesy failure; 

There are thousands to point out to you, one by one, 
The dangers that wait to assail you. 

But just buckle in with a bit of a grin, 
Then take off your coat and go to it. 

Just start in to sing as you tackle the thing 
That "cannot be done" — and you'll do it. 

— Edgar A. Guest. 



The two best selections for this day are not given because 
they are found in many school readers and library books. 
They are "Sail On" and "Columbus Crossing the Atlantic." 
Essays on such subjects as these may be read by pupils. 

Life of Columbus. 

The First Trip to America. 

The American Indian. 





I. * 



STATE CAPITOL, PIERRE, S. D. 



24 PATRIOTIC AND CIVIC INSTRUCTION 



NOVEMBER 2— SOUTH DAKOTA DAY 

NOVEMBER 2— ELECTION DAY 

This is the one day of 730 on which every man and wo- 
man legally qualified to vote, may exercise the right to par- 
ticipate directly in our government; the one day best adapted 
to teach fundamental American principles of equality and op- 
portunity and that the people are the government. Of all the 
special days, none seems better adapted to impress children 
with the privileges and responsibilities of citizenship. The 
lessons suggested elsewhere in this bulletin in regard to bal- 
lots, methods of procedure at elections, and method of making 
returns are very practical. Wherever possible, a "mock 
election" should be held in school, care being taken to conduct 
it just as if it were a real election so far as possible. Since 
election day falls this year on the anniversary of South Da- 
kota's Admission as a state, it may be also considered "South 
Dakota Day." Several selections are given appropriate for 
South Dakota Day. An early settler may be invited to give 
a talk on pioneer days in South Dakota. Children need to be 
reminded of the trials and privations of the pioneers; while 
their ultimate success is a lesson in perseverance, faith and 
hard work. Many lessons in state history can be enjoyably 
taught by special exercises on South Dakota Day. We do not 
want to become provincial or over enthusiastic about our 
own state; yet we should know the wonderful progress it has 
made, the fine record it has in statistics on low criminal 
record, health, wealth, productivity, loyalty, and intelligence 
and the unlimited opportunities it still offers to boys and 
girls who assume its citizenship, adequately prepared and in- 
spired to make its star in the Union bright and glorious with 
worthy achievements. Pupils should take pride in its being 
a rural state, in its freedom from tenement and sweatshop 
problems, and in its power of feeding millions of people in 
other states. They should take pride in its schools, its roads, 
and its educational institutions; and they should appreciate 
its Artesian basin problem, its hydro-electric problem and its 
transportation problems. 



PATRIOTIC AND CIVIC INSTRUCTION 



25 




"STATE SEAL OF SOUTH DAKOTA." 

The Great Seal of the State shows the principal indus- 
tries of South Dakota — farming, stock-raising, commerce and 
manufacturing. It has on it our state motto, "Under God 
the People Rule." The Secretary of State is the custodian of 
the Great Seal and affixes it to all important state documents 
such as appointments to state offices, certificate of election 
to any office filled by the people of the entire state, pardons 
and other documents signed by the Governor and all public 
documents issued by the office of Secretary of State. 

"A SOUTH DAKOTAN'S CREED" 
I BELIEVE in South Dakota, in the fertility of her soil, 
the warmth of her sunshine, and the nurturing tenderness of 
her winter snows ; I believe in the simple beauty of her rolling 
prairies and the more pretentious splendor of her western 
hills. I believe in her government, and in her institutions of 
home and church and school. I believe in the sturdy, intelli- 
gent manhood of her sons, and the chaste womanhood of her 
daughters; the hundred-percent Americanism of her whole 
people. I believe that under the skies of South Dakota will 
continue to grow and prosper an intelligent, patriotic and 
God-fearing people amply able to work out and solve the per- 
plexing problems of the future as they have those of the past. 
I believe that as the bright noonday sun is only the fulfill- 
ment of the morning prophecy of its dawning splendor, so the 
accomplishments of our State today are the monuments of 
the hardy pioneers of yesterday. I believe that as the gor- 
geous tints of the sunset skies predict the coming of a bright 
tomorrow, the proud record and accomplishments of South 
Dakota surely point to a State whose star shall outshine all 
others in the Flag of our Country. — Fred L. Shaw. 



26 PATRIOTIC AND CIVIC INSTRUCTION 

WANTED— MEN 
J. G. Holland 

Men whom the lust of office will not kill, 
Men whom the spoils of office cannot buy, 
Men who possess opinions and a will, 
Men who have honor and will not lie. 

Men who can stand before the demagogue 
And down his treacherous flattery without winking, 
Tall men, sun crowned, who live above the fog 
In public duty and in private thinking. 



OUR RESPONSIBILITIES 
Theodore Roosevelt 

Yet, after all, though the problems are new, though the 
tasks set before us differ from the tasks set before our 
fathers who founded and preserved this republic, the spirit 
in which these tasks must be undertaken and these problems 
faced, if our duty is to be well done, remains essentially un- 
changed. We know that self-government is difficult. We 
know that no people need such high traits of character as 
that people which seeks to govern its affairs aright through 
the freely expressed will of the free people who compose it. 
But we have faith that we shall not prove false to the mem- 
ories of the men of the mighty past. They did their work; 
they left us the splendid heritage we now enjoy. We in our 
turn have an assured confidence that we shall leave this heri- 
tage unwasted and enlarged to our children and our children's 
children. To do so we must show, not merely in great crises, 
but in every day affairs of life, the qualities of practical in- 
telligence, of courage, of hardiness and endurance, and above 
all the power of devotion to a lofty ideal, which made great 
the men who founded the republic in the days of Washington, 
which made great the men who preserved this republic in the 
days of Abraham Lincoln. 



r 



PATRIOTIC AND CIVIC INSTRUCTION 27 

ELECTION DAY 

THE PRESENT CRISIS 

James Russell Lowell 
(Abridged) 

Once to every man and nation comes the moment to decide, 

In the strife of Truth with Falsehood, for the good or evil 
side; 

Some great cause, God's new Messiah, offering each the bloom 
or blight, 

Parts the goats upon the left hand, and the sheep upon the 
right, 

And the choice goes by forever 'twixt that darkness and that 
light. 

Careless seems the great Avenger; history's pages but record 

One death-grapple in the darkness 'twixt old systems and 
the World ; 

Truth forever on the scaffold, Wrong forever on the throne, — 

Yet the scaffold sways the future, and, behind the dim un- 
known, 

Standeth God within the shadow, keeping watch above his 
own. 

Then to side with Truth is noble when we share her wretched 
crust, 

Ere her cause bring fame and profit, and 'tis prosperous to be 
just; 

Then it is the brave man chooses, while the coward stands 
aside, 

Doubting in his abject spirit, till his Lord is crucified, 

And the multitude make virtue of the faith they had denied. 

For humanity sweeps onward; where today the martyr 
stands, 

On the morrow crouches Judas with the silver in his hands ; 

Far in front the cross stands ready, and the crackling fagots 
burn, 

While the hooting mob of yesterday in silent awe return 

To glean up the scattered ashes into History's golden urn. 

New occasions teach new duties; Time makes ancient good 
uncouth ; 

They must upward still, and onward, who would keep abreast 
with Truth, 

Lo, before us gleam her camp-fires, we ourselves must Pil- 
grims be, 

Launch our Mayflower, and steer boldly through the desper- 
ate winter sea, 

Nor attempt the Future's portal with the Past's blood-rusted 
key. 



28 PATRIOTIC AND CIVIC INSTRUCTION 

LIFE'S MIRROR 

"There are loyal hearts, there are spirits brave, 
There are souls that are pure and true; 

Then give to the world the best you have, 
And the best shall come back to you. 

"Give love, and love to your hearts will flow, 

A strength in your utmost need; 
Have faith, and a score of hearts will show 

Their faith in your word and deed. 

"For life is the mirror of king and slave, 

'Tis just what you are and do; 
Then give to the world the best you have, 

And the best will come back to you." 

THE NEW ARISTOCRACY 
Charles M. Schwab 

From Young American Readers by permission of John C. 

Winston Co. 

The aristocracy of the future will not be the aristoc- 
racy of birth or wealth, but of men who serve, who do things 
for their country and their fellowmen. The great prize to be 
won by men of ambition to-day is not money, but recognition 
as members of the aristocracy of service; this aristocracy 
that is open to every man, instead of the old dead and gone 
aristocracy that was open to those of particular birth or 
great wealth. 

"LIBERTY AND UNION" 

Daniel Webster 

Let my last feeble, lingering glance behold the gorgeous 
ensign of the republic, now known and honored throughout 
the earth, its arms and trophies streaming in their original 
luster; not a stripe erased or polluted, not a single star ob- 
scured — bearing for its motto not such miserable interroga- 
tory as, What is all this worth? nor these other words of 
delusion and folly, Liberty first, and union afterwards; but 
everywhere, spread all over in characters of living light, blaz- 
ing on all its ample folds as they float over the sea, over 
the land, and in every wind under the whole heavens, that 
other sentiments, dear to every true American heart — Liberty 
and Union now and forever, one and inseparable! 



PATRIOTIC AND CIVIC INSTRUCTION 29 

THE OATH OF THE ATHENIAN YOUTH 
We will never bring disgrace to this, our city, by an act 
of dishonesty or cowardice, nor ever desert our suffering com- 
rades in the ranks. We will fight for the ideals and sacred 
things of the city, both alone and with many; we will revere 
and obey the city's laws and do our best to incite a like re- 
spect and reverence in those above us who are prone to an- 
nul or to set them at naught; we will strive unceasingly to 
quicken the public's sense of civic duty. Thus in all these 
ways we will transmit this city not only not less but greater, 
better and more beautiful than it was transmitted to us. 

HONOR THE FLAG 

For your country, boy, and for that flag, never dream a 
dream but of serving her as she bids you, though the service 
carry you through a thousand hells. No matter what happens 
to you, no matter who flatters you or who abuses you, never 
look at another flag, never let a night pass but you pray God 
to bless that flag. Remember, boy, that behind all these 
men you have to deal with, behind officers and government, 
and people even, there is the Country Herself, your country, 
and that you belong to Her as you belong to your own mother. 
Stand by Her, boy, as you would stand by your mother. — 
Edward Everett Hale. 

WHERE THE WEST BEGINS 
Out where the handclasp's a little stronger, 
Out where a smile dwells a little longer, 

That's where the West begins ; 
Out where the sun is a little brighter, 
Where the snows that fall are a trifle whiter, 
Where the bonds of home are a wee bit tighter, 

That's where the West begins. 

Out where the skies are a trifle bluer, 
Out where friendship's a little truer, 

That's where the West begins ; 
Out where a fresher breeze is blowing, 
Where there's laughter in every streamlet flowing, 
Where there's more of reaping and less of sowing — 

That's where the West begins. 

Out where the world is in the making, 
Where fewer hearts with despair are aching — 

That's where the West begins ; 
Where there's more of singing and less of sighing, 
Where there's more of giving and less of buying, 
And a man makes friends without half trying, — 

That's where the West begins. — Arthur Chapman. 
Copied from Oklahoma "Days We Celebrate." 



30 PATRIOTIC AND CIVIC INSTRUCTION 

AMERICANISM 

Theodore Roosevelt 

I hold that in this country there must be a complete 
severance of Church and State; that public moneys shall not 
be used for the purpose of advancing any particular creed; 
and therefore that the public schools shall be nonsectarian and 
no public moneys appropriated for sectarian schools. As a 
necessary corollary to this, not only the pupils but the mem- 
bers of the teaching force and the school officials of all kinds 
must be treated exactly on a par, no matter what their 
creed; and there must be no more discrimination against 
Jew or Catholic or Protestant than discrimination in favor 
of Jew, Catholic or Protestant. Whoever makes such dis- 
crimination is an enemy of the public schools. 

What is true of creed is no less true of nationality. There 
is no room in this country for hyphenated Americanism. 
When I refer to hyphenated Americans, I do not refer to 
naturalized Americans. Some of the very best Americans I 
have ever known were naturalized Americans, Americans born 
abroad. But a hyphenated American is not an American at 
all. This is just as true of the man who puts "native" before 
the hyphen as of the man who puts German or Irish or Eng- 
lish or French before the hyphen. Americanism is a matter 
of spirit and of soul. Our allegiance must be purely to the 
United States. We must unsparingly condemn any man who 
holds any other allegiance. But if he is heartily and singly 
loyal to this Republic, then no matter where he was born, he 
is just as good an American as any one else. 

The one absolutely certain way of bringing this nation to 
ruin, of preventing all possibility of its continuing to be a 
nation at all, would be to permit it to become a tangle of 
squabbling nationalities, an intricate knot of German-Ameri- 
cans, Irish-Americans, English-Americans, French-Americans, 
Scandinavian-Americans, or Italian-Americans, each pre- 
serving its separate nationality, each at heart feeling more 
sympathy with Europeans of that nationality than with the 
other citizens of the American Republic. The men who do 
not become Americans and nothing else are hyphenated 
Americans; and there ought to be no room for them in this 
country. The man who calls himself an American citizen and 
who yet shows by his actions that he is primarily the citizen 
of a foreign land, plays a thoroughly mischievous part in the 
life of our body politic. He has no place here, and the sooner 
he returns to the land to which he feels his real heart-allegi- 
ance, the better it will be for every good American. There is 
no such thing as a hyphenated American who is a good 
American. The only man who is a good American is the man 
who is an American and nothing else. 



PATRIOTIC AND CIVIC INSTRUCTION 31 

I appeal to history. Among the generals of Washington 
in the Revolutionary War were Greene, Putnam and Lee, who 
were of English descent; Wayne and Sullivan, who were 
of Irish descent ; Marion, who was of French descent ; Schuy- 
ler, who was of Dutch descent, and Muhlenberg and Herkimer, 
who were of German descent. But they were all of them 
Americans and nothing else, just as much as Washington. 
Carroll of Carrollton was a Catholic; Hancock a Protestant; 
Jefferson was heterodox from the standpoint of any orthodox 
creed; but these and all other signers of the Declaration of 
Independence stood on an equality of duty and right and 
liberty, as Americans and nothing else. 

So it was in the Civil War. Farragut's father was born 
in Spain and Sheridan's father in Ireland; Sherman and 
Thomas were of English and Custer of German descent; and 
Grant came of a long line of American ancestors whose origi- 
nal home had been Scotland. But the Admiral was not a 
Spanish-American; and the Generals were not Scotch-Ameri- 
cans or Irish-Americans or English-Americans or German- 
Americans. They were all Americans and nothing else. 
THE POOR VOTER ON ELECTION DAY 
John Greenleaf Whittier 
The proudest now is but my peer, 

The Highest not more high ; 
Today, of all the weary year, 

A king of men am I. 
To-day alike are great and small, 
The nameless and the known; 
My palace is the people's hall, 

The ballot-box my throne ! 
"Who serves to-day upon the list 
Beside the served shall stand; 
Alike the brown and wrinkled fist, 

The gloved and dainty hand! 
The rich is level with the poor, 

The weak is strong to-day; 
And sleekest broadcloth counts no more 
Than homespun frock of gray. 

"To-day let pomp and vain pretence 

My stubborn right abide; 
I set a plain man's common sense 

Against the pedant's pride. 
To-day shall simple manhood try 

The strength of gold and land; 
The wide world has not wealth to buy 

The power in my right hand!" 



32 PATRIOTIC AND CIVIC INSTRUCTION 



THE SPIRIT OF AMERICAN CITIZENSHIP 

Is there any place in God's world where it should be so 
easy for men to love one another for God's sake as here in 
the glorious United States of America, where every page of 
your history tells the story of some noble man or noble wo- 
man, who sacrificed all he or she held dear in life in order 
that you and I might be free and gloriously independent? 
Is there any land in God's great world that so cries out for 
brotherly love as this land of freedom, where every foot of 
the precious soil is fertilized with the blood of a martyr? 
Would you know your duty as American citizens? Then 
realize that every stone of the glorious temple of liberty is 
cemented to its fellow with the heart's blood of a patriot. Our 
forefathers reared up the glorious temple of liberty with pain 
and sacrifice and bloodshed, and they have left it to you and 
to me to put into that temple of liberty the spirit of brotherly 
love, the spirit of God, that there may not be a man or a wo- 
man or a child in all his temple of liberty, in all this land of 
freedom, that may not be truly free and intelligently happy. 
— Father Vaughan. 



* * * * 



Other recitations found in this bulletin may be used, e. g. 
"God Save Our President," the Recessional by Kipling, and 
"America's Creed." Any of the patriotic songs may be sung. 
See chapter on "Mock Election." 



ViAOmmflA TA3H0 A ^0 flOZOH Yd 



IN HONOR OF A GREAT SOUTH DAKOTAN 




STATUE OP GENERAL W. H. H. BEADLE IN STATE CAPITOL 
Donated by the school children of South Dakota. 



IN HONOR OF A GREAT AMERICAN 





THE ROOSEVELT MONUMENT 
On Mount Roosevelt, Overlooking Deadwood. 
The first monument in the United States erected in honor of Roosevelt. 
Theodore Roosevelt liked Deadwood and Deadwood liked Roose- 
velt so well that through the efforts of the late President's old com- 
panion, Captain Seth Bullock and other friends, a mountain above the 
city with a clear view of the country over which Roosevelt was wont 
to wander, has been named Mt. Roosevelt and on its crest has been 
erected a handsome concrete monument to the memory of the great 
American, a point that every tourist visits with more than passing 
pride. 





SYLVAN LAKE, BEAUTY SPOT OF THE CONTINENT 



PATRIOTIC AND CIVIC INSTRUCTION 33 

FOURTEEN FACTS EVERY SOUTH DAKOTAN 
SHOULD KNOW 

1. "Dakota" is an Indian name meaning "friend." 

2. The correct nickname of our state is "The Sunshine 
State." 

3. The motto of our state is "Under God the People 
Rule." 

4. South Dakota's state flower is "The Pasque." 

5. South Dakota's area is 77,650 square miles including 
water surface. 

6. South Dakota's population is 635,000. 

7. South Dakota's six largest cities (and their approxi- 
mate populations) are: Sioux Falls, 25,000; Aberdeen, 15,000; 
Watertown, 9,200; Mitchell, 8,500; Huron, 8,300; Lead, 5,000. 

8. The Black Hills region has some of the most beauti- 
ful scenery on the continent such as Spearfish Canyon and 
Sylvan Lake. Two of the most interesting formations in this 
country are the Bad Lands and Wind Cave. 

9. The Homestake is said to be the greatest gold mine 
in the world. 

10. We should know what and where the state institu- 
tions are. 

11. We should know the historic dates listed as "Flag 
Days" and events commemorated. 

12. The legislature, consisting of 45 senators and 103 
representatives, meets in regular session at Pierre on the 
first Tuesday after the first Monday in January in odd-num- 
bered years. 

13. The legislature may propose an amendment to the 
constitution and the voters may ratify it at the next election 
by a majority vote of those voting on the question. 

14. The biggest problems South Dakota has yet to solve 
are: — Improvement of its rural schools; consolidation. Im- 
provement of its roads. Utilization of the hydro-electric power 
latent in the Missouri. Conservation of its soil; scientific 
farming. Conservation of its artesian water. Survey of its 
mineral and oil resources. Adequate financial provision for 
its state institutions. Adequate salaries for its state officers 
and county superintendents to insure capable officials. 



34 



PATRIOTIC AND CIVIC INSTRUCTION 




PATRIOTIC AND CIVIC INSTRUCTION 35 

NOVEMBER 11— ARMISTICE DAY 

This day is more than an American Special Day — it is a 
day that all liberty-loving nations celebrate. It is the one occa- 
sion on which we commemorate our heroes of the World War 
and at the same time recognize the devoted service of the 
soldiers of France, Great Britain, Belgium, Italy and the 
other allies. Every school should celebrate this day and in- 
vite the American Legion and all ex-service men to partici- 
pate. A member of the local Legion post should be secured 
to give a talk on overseas service. 

"WHY WE WENT TO WAR" 

The right is more precious than peace, and we shall 
fight for the things which we have always carried nearest our 
hearts, — for democracy, for the right of those who submit to 
authority to have a voice in their own government, for the 
rights and liberties of small nations, for a universal domina- 
tion of right by such a concert of free peoples as shall 
bring peace and safety to all nations and make the world it- 
self at last free. To such a task we can dedicate our lives and 
our fortunes, everything that we are and everything that we 
have, with the pride of those who know that the day has 
come when America is privileged to spend her blood and her 
might for the principles that gave her birth and happiness 
and the peace which she has treasured. God helping her, she 
can do no other. — Wilson, "War Message" (Delivered April 
2, 1917.) 

"AS THE TRUCKS GO ROLLIN' BY" 
(First Lieut. Lancelot Suckert, A. S. U. S. A.) 
There's a rumble an' a jumble and a bumpin' an' a thud 

As I wakens from my restless sleep here in my bed o' mud, 

'N I pull my blanket tighter underneath my shelter fly, 
An' I listen to the thunder o' the trucks arollin' by. 

They're jumpin' an' they're humpin' through the inky gloom 
o' night, 
*N' I wonder how them drivers see without a glim o' light. 
I c'n hear the clutches roarin' as they throw the gears in 
high, 
An' the radiators boilin' as the trucks go rollin' by. 

There's some is dragging cannons, yuh c'n spot the sounds all 
right 
The rumblin' ones is heavies, an' the rattly ones is light. 
The clinkin' shells is pointin' up their noses at the sky, 
Oh, you c'n tell what's passin' as the trucks go rollin by. 



36 PATRIOTIC AND CIVIC INSTRUCTION 

But most of 'em is packin' loads o' human Yankee freight, 
That'll slam the oP soft pedal ontuh Henries' Hymn o' Hate, 
You c'n hear 'em singin' "Dixie," and the "Sweet Bye'n' 
Bye," 
'N' "Where do We Go From Here, Boys?" as the 
trucks go rollin' by. 

Some's singin' songs as, when I left, they wasn't even ripe, 
(A 'showin' 'at they's rookies wot aint got a service stripe) , 
But jus' the same they're good oP Yanks, and that's the 
reason why, 
I likes the jazz 'n' barber shop o' the trucks arollin by. 

Jus' God an' Gen'rul Pershing knows where these here birds 
'11 light, 
Where them bumpin' trucks is bound for under camouflage 
o' night, 
When they can't take aero picturs with their Fokkers in 
in the sky, 
Of our changes o' location by the trucks arollin' by. 

So altho' my bed is puddles and I'm soaked through to the 
hide, 
My heart's out with them doughboys on their bouncin', 
singin' ride, 
They're bound for paths o' glory, or, p'raps, to fight 
an die, — 
God bless that Yankee cargo in the trucks arollin' by. 



LETTERS TO SORROWING FRIENDS 

A German woman who had lost nine sons in the war re- 
ceived a letter from Kaiser Wilhelm which may properly be 
compared with the letter President Lincoln wrote to Mrs. 
Bixby during the Civil War in America. 



THE KAISER'S LETTER 

"His Majesty the Kaiser hears that you have sacrificed 
nine sons in defense of the Fatherland in the present war. 
His Majesty is immensely gratified at the fact, and in recog- 
nition is pleased to send you his photograph, with frame and 
autograph signature." 

Frau Meter, who received the letter, has now joined the 
street beggars in Delmenhors-Oldenburg, to get a living. 



PATRIOTIC AND CIVIC INSTRUCTION 3 7 

LINCOLN'S LETTER 

Dear Madam — I have been shown in the files of the War 
Department a statement of the Adjutant General of Massa- 
chusetts that you are the mother of five sons who have died 
gloriously on the field of battle. I feel how weak and fruit- 
less must be any words of mine which should attempt to be- 
guile you from the grief of a loss so overwhelming. But I 
cannot refrain from tendering to you the consolation that 
may be found in the thanks of the Republic they died to 
save. I pray that our Heavenly Father may assuage the 
anguish of your bereavement and leave you only the cherish- 
ed memory of the loved and lost, and the solemn pride that 
must be yours to have laid so costly a sacrifice upon the altar 
of freedom." 

A MESSAGE FROM A FRENCH SCHOOL GIRL 

"It was only a little river, almost a brook; it was called 
the Yser. One could talk from one side to the other without 
raising one's voice, and the birds could fly over it with one 
sweep of their wings. And on the two banks there were mil- 
lions of men, the one turned toward the other, eye to eye. 
But the distance which separated them was greater than the 
stars in the sky; it was the distance which separates right 
from injustice. 

"The ocean is so vast that the sea gulls do not dare to 
cross it. During seven days and seven nights the great 
steamships of America, going at full speed, drive through the 
deep waters before the lighthouses of France come into view ; 
but from one side to the other hearts are touching." 

THE MOTHER OF A SOLDIER 
Folger McKinsey, in Baltimore News. 

The mother of a soldier — hats off to her, I say. 
The mother of a soldier who has gone to face the fray; 
She gave him to her country, with a blessing on his head ; 
She found his name this morning in the long list of the dead ; 
"Killed — Sergeant Thomas Watkins, while leading on the rest, 
A Bible in his pocket and a portrait on his breast !" 

The mother of a soldier — she gave him to her land; 

She saw him on the transport as he waved his sunbrowned 

hand: 
She kissed him through the teardrops and she told him to be 

brave ; 
Her prayers went night and morning with her boy upon the 

wave. 



38 PATRIOTIC AND CIVIC INSTRUCTION 

The mother of a soldier — her comfort and her joy, 
She gave her dearest treasure when she gave her only boy ; 
She saw the banners waving, she heard the people cheer; 
She clasped her hands, and bravely looked away to hide a tear. 

The mother of a soldier — ah! cheer the hero deed 

And cheer the brave who battle 'neath the banner of their 

creed ; 
But don't forget the mothers through all the lonely years, 
That fight the bravest battles on the sunless field of tears. 

Nay, don't forget the mothers — the mothers of our men, 
Who see them go and never know that they'll come back 

again ; 
That give them to their country to battle and to die, 
Because the bugles call them and the starry banners fly. 

The mother of the soldier — hats off to her, I say! 
Whose head is bowed in sorrow with its tender locks of gray. 
She gave without regretting, though her old heart sorely bled 
When she found his name this morning in the long list of 

the dead: 
"Killed — Sergeant Thomas Watkins, while leading on the rest, 
His dear old mother's portrait clasped upon his hero breast!" 

KANSAS TO ALABAMA 

Are you there, are you there, Alabam? 

There seems to be a lot of trouble coming. 
There's music in the air, Alabam, — 

The music of the fifing and the drumming. 
Be my pard, be my pard, 

And we'll fight them mighty hard. Alabam. 

Our old war made it plain, Alabam, 

We neither one was lacking spunk or mettle. 
This little round with Spain, Alabam, 

Will have a question I would like to settle. 
Can you march day and night 

And outfight me in the fight. Alabam? 

If you should, if you should, Alabam, 

My sunflower on your bosom I'll be pinning; 
Might feel sore — but I would, Alabam — 
I'd honor both the hero and the winning. 
Here's to you, here's to you, 

And to what we both can do. Alabam. 



PATRIOTIC AND CIVIC INSTRUCTION 39 

ALABAMA TO KANSAS 

Bet your life, bet your life, Kansas boy, 

The Yankee and the Johnnie are for Cuba. 
Just hail me with your fife, Kansas boy ; 
I'll answer with my Alabama tuba. 
Count me in, count me in, 

I am eager to begin. Kansas boy. 



Here's my hand, here's my hand, Kansas boy, 

The cotton-bloom to sunflower sends greeting 
On the ocean and the land, Kansas boy, 

Soon the grandees and the dons we'll be meeting, 
North and South, heart to heart, 

Nevermore will fight apart. Kansas boy. 

Get your flag, get your flag, Kansas boy, 

If you fall I will anchor it in glory ; 
'Tis not for me to brag, Kansas boy — 

I fought it once — but that's another story. 
Light is come, wrong is past, 

Now I'm Union to the last. Kansas boy. 

— The School Exchange. 



IN FLANDERS FIELDS 

In Flanders fields the poppies blow 
Between the crosses, row on row, 
That mark our place; and in the sky 
The larks still bravely singing fly, 
Scarce heard amidst the guns below. 

We are the dead. Short days ago 
We lived, felt dawn, saw sunset glow, 
Loved and were loved, and now we lie 
in Flanders fields. 

Take up our quarrel with the foe, 
To you from falling hands we throw 
The Torch — be yours to hold it high; 
If ye break faith with us who die, 
We shall not sleep, though poppies grow 
in Flanders fields. 

— Lieut. Col. John D. MacCrae. 



40 PATRIOTIC AND CIVIC INSTRUCTION 

AMERICA'S ANSWER 

Rest ye in peace, ye Flanders dead. 
The fight that ye so bravely led 
We've taken up. And we will keep 
True faith with you who lie asleep 
With each a cross to mark his bed, 
And poppies blowing overhead, 
Where once his own life blood ran red. 
So let your rest be sweet and deep 
In Flanders fields. 

Fear not that ye have died for naught. 
The torch ye threw to us we caught. 
Ten million hands will hold it high, 
And Freedom's light shall never die! 
We've learned the lesson that ye taught 
In Flanders fields. 

— R. W. Lillard. 



YE ARE NOT DEAD 

In Flanders still the poppies grow 
Among the crosses, bending low, 
On fragile stems, their cups of red 
Like censers swinging o'er the dead 
That fell short days ago. 

Ye are not dead ! If it were so 
We that abide could never go 
As blithely marching by your bed 
In Flanders fields. 

Because your bodies lie below, 

Above, with an intenser glow, 

The Torch moves on ; in your brave stead 

Men dare to bleed as ye have bled — 

That larks may sing, and poppies blow 

In Flanders fields. 

— Frank E. Hering. 



PATRIOTIC AND CIVIC INSTRUCTION 41 

THE AMERICAN'S CREED 

I believe in the United States of America as a govern- 
ment of the people, by the people, and for the people, whose 
just powers are derived from the consent of the governed; a 
democracy in a republic; a sovereign Nation of many sover- 
eign States, a perfect Union, one and inseparable, established 
upon those principles of freedom, equality, justice and hu- 
manity for which American patriots sacrificed their lives and 
fortunes. I therefore believe it is my duty to my country to 
love it, to support its constitution, to obey its laws, to respect 
its flag, and to defend it against all enemies. 

— William Tyler Page. 

"WE ARE HERE, LAFAYETTE." 

With uncovered heads, with solemn but radiant faces, 
hearts bowed with grief but filled with hope, a little group 
stood at the tomb of the Marquis de Lafayette. They were 
statesmen and soldiers with flowers. Gen. Jack Pershing was 
the spokesman. 

"Nouis voici, Lafayette." 

That is all he said. Literally: 

"We are here, Lafayette." 

The oration was finished. Its eloquence will resound 
through the ages. It was enough. 

THE ANXIOUS DEAD 

By John McCrae 

guns, fall silent till the dead men hear 
Above their heads, the legions pressing on : 
(These fought their fight in time of bitter fear 
And died not knowing how the day had gone.) 

flashing muzzles, pause, and let them see 
The coming dawn that streaks the sky afar: 
Then let your mighty chorus witness be 
To them, the Caesar, that we still make war. 

Tell them, guns, that we have heard their call, 
That we have sworn and will not turn aside, 
That we will onward till we win or fall, 
That we will keep the faith for which they died. 

Bid them be patient, and some day, anon 
They shall feel earth enwrapt in silence deep 
Shall greet, in wonderment, the quiet dawn, 
And in content may turn them to their sleep. 



42 PATRIOTIC AND CIVIC INSTRUCTION 

Other good recitations for Armistice Day are: "The 
Peace Maker" by Joyce Kilmer, "Mystic Meaning of the 
Flag" Sumner, "Old Glory" by Riley. The following songs 
are appropriate: Keep the Home Fires Burning, There's a 
Long, Long, Trail A-Winding, Battle Hymn of the Republic, 
Columbia, the Gem of the Ocean, Tipperary (the English Sol- 
diers War Song) , Marseillaise, The Yanks are Coming, Smiles. 

SOUTH DAKOTA IN THE WORLD WAR 

Volunteer Enlistments 10,268 

Selective Draft 21,517 

Navy and Marine 1,006 



Total in servi-3 32,791 

Total registration in the three selective drafts 141,248. 

Casualties 

Killed in action 160 

Died of wounds 53 

Died over seas, disease and other causes 161 

Died in American camps 187 

Missing and prisoners 71 



Total casualties 952 

The above casualties were those reported in the Official 
Bulletin. There are known to have been others. 

War Activities 

Bonds purchased — 

First loan $ 3,923,000 

Second loan 12,864,000 

Third loan 31,443,000 

Fourth loan 35,642,000 

Fifth, (Victory) 24,832,000 

War Savings, 1918 12,396,000 

Total $121,100,000 

Contributed to Red Cross $2,806,000 

Y. M. C. A. Before fall of 1918 557,000 

War Activities (United War Work) 1918 1,167,000 

Other activities (approx.j 170,000 

$4,000,000 
Submitted by 

DOANE ROBINSON, 

State Historian. 



PATRIOTIC AND CIVIC INSTRUCTION 43 

NOVEMBER 25— THANKSGIVING DAY 
DECEMBER 21— GRANDFATHER'S DAY 

The program suggested may be presented either on 
Thanksgiving or December 21. In either event it should re- 
ceive special attention this year, the 300th anniversary of the 
landing of the Pilgrims and of the first legislative assembly. 
Special suggestions, prepared by the University of New York, 
will be sent on request. No teacher should allow this year to 
pass by without impressing upon pupils the priceless heritage 
which the Pilgrims were instrumental in establishing in 
America. 



"THE SCHOOLHOUSE FLAG" 

In cities and in villages, in country districts scattered wide, 
Above the schoolhouse door it floats — a thing of beauty and 

pride ; 
The poorest child, the richest heir — 'tis their' s in common to 

adore, 
For 'tis their flag that proudly floats — the flag above the 

schoolhouse door! 



What does it mean, careless boy, thoughtless girl at 
happy play? 

Red for the blood your fathers shed on some far-off eventful 
day — 

White for the loyalty and faith of countless women who fore- 
bore 

To mourn, but gave their all to save the flag above the school- 
house door. 



And blue — sweet hope's ethereal blue — the color of true 

loyalty — 
Red, white and blue, united in one grand, harmonious trinity ! 
'Tis yours to love! 'tis yours to serve! 'tis yours to cherish 

evermore ! 
God keep it ever floating there — the flag above the school- 
house door! 

— Harriet C. LeRoy in Youth's Campanion. 



44 PATRIOTIC AND CIVIC INSTRUCTION 



THE COMPACT OF THE PILGRIM FATHERS 

Made on Board the "Mayflower" before landing at Ply- 
mouth in 1620. This agreement became the basis for civil 
government in America. 

In ye name of God, Amen. We whose names are under- 
written, the loyal subjects of our dread soveraigne Lord, King 
James, by ye grace of God, of great Britaine, France, and 
Ireland king, defender of ye faith, etc., having undertaken 
for the glory of God, and advancement of ye Christian faith 
and honour of our king and countrie, a voyage to plant ye 
first colonie in ye Northerne parts of Virginia, doe by these 
presents solemnly and mutualy in the presence of God, and 
one of another, covenant, and combine ourselves together into 
a civill body politick; for our better ordering, and preserva- 
tion and furtherance of ye ends aforesaid ; and by vertue here- 
of to enacte, constitute, and frame just and equall laws, 
ordinances, acts, constitutions, and offices, from time to time, 
as shall be thought most mete and convenient for ye generall 
good of ye Colonie, unto which we promise all due submission 
and obedience. In witness whereof we have hereunder sub- 
scribed our names at Cap-Codd ye 11 of November in ye year 
of the raigne of our soveraigne Lord, King James, of Eng- 
land, France, and Ireland, ye eighteenth, and of Scotland ye 
fif tie-fourth. 
Anno Dom. 1620. 

In Witness whereof we have caused these our Letters to 
be made Patents ; Witness Ourselves at Westminster, ye tenth 
Day of April, in ye fourth Year of our Reign of England, 
France, and Ireland, and of Scotland the nine and thirtieth. 



PATRIOTIC AND CIVIC INSTRUCTION 45 



RECESSIONAL 
Rudyard Kipling 

God of our fathers, known of old — 
Lord of our far-flung battle-line — 

Beneath Whose awful Hand we hold 
Dominion over palm and pine — 

Lord God of Hosts, be with us yet, 

Lest we forget — Lest we forget ! 

The Tumult and the shouting dies — 

The captains and the kings depart- 
Still stands Thine ancient Sacrifice, 
An humble and a contrite heart. 
Lord God of Hosts, be with us yet, 
Lest we forget — lest we forget! 



Far-called our navies melt away — 
On dune and headland sinks the fire- 

Lo, all our pomp of yesterday 
Is one with Ninevah and Tyre! 

Judge of the Nations, spare us yet, 

Lest we forget — lest we forget ! 



If, drunk with sight of power, we loose 

Wild tongues that have not Thee in awe- 
Such boastings as the Gentiles use 

Or lesser breeds without the Law — 
Lord God of Hosts, be with us yet, 
Lest we forget — lest we forget! 



46 PATRIOTIC AND CIVIC INSTRUCTION 



WHAT MAKES A NATION? 
U. D. Nesbit 

What makes a nation? Bounding lines that lead from shore 

to shore, 
That trace its girth in silent hills or on the prairie floor, 
That hold the rivers and the land and all the field between — 
The lines that stand about the land a barrier unseen? 

Or is it guns that hold the coast, or ships that sweep the seas, 
The flag that flaunts its glory in the racing of the breeze ; 
The chants of peace, or battle hymn, or dirge, or victors song, 
Or parchment screed, or storied deed, that makes a nation 
strong ? 

What makes a nation ? Is it ships or states or flags or guns ? 
Or is it that great common heart which beats in all her sons — 
That deeper faith, that truer faith, the trust in one for all 
Which sets the goal for every soul that hears his country's 
call? 

This makes a nation great and strong and certain to endure, 
This subtle inner voice that thrills a man and makes him sure ; 
Which makes him know there is no north or south or east 

or west, 
But that his land must ever stand the bravest and the best. 



LIVE A LITTLE 

Douglas Malloch 
Give a little, live a little, try a little mirth ; 
Sing a little, bring a little happiness to earth; 
Smile a little, while a little idleness away; 
Care a little, share a little of your holiday. 

Play a little, pray a little, be a little glad; 
Rest a little, jest a little if a heart is sad; 
Spend a little, send a little to another's door — 
Give a little, live a little, love a little more ! 



PATRIOTIC AND CIVIC INSTRUCTION 47 

The following would be appropriate. 

Recitation: Give us Strong Men; The May Flower (in 
Delineator May, 1920) ; Landing of the Pilgrims ; When the 
Frost is On the Pumpkin; Old Flag by Hubbard Parker; Out 
Where the West Begins. 

Essays: The Coming of the Pilgrims, First Legislative 
Assembly. 

Games for Intermissions: Double Ball and Follow My 
Leader. 



DECEMBER 25— CHRISTMAS 

No day means more to the children than Christmas and 
the teacher who recognizes this, greatest of holidays, on the 
day before vacation will seem a little more "human" to the 
pupils. For several days previous the reading matter should 
relate to Christmas; Dickens Christmas Carol, The Bird's 
Christmas Carol, St. Nicholas and other master-pieces of 
literature bear on this festival. 

If "Grandfathers Day," December 21, is celebrated, it 
might be combined with the Christmas celebration. Many 
books for Christmas entertainments costing only a small sum, 
are available; consequently only a few selections are given 
here. The re-arrangement and decoration of the room are 
especially important for a Christmas celebration. 

The celebration of Christmas is entirely proper in the 
public schools. America is a christian nation. The Creator 
is recognized in the Declaration of Independence. Each house 
of Congress opens its daily works with prayer. Each year 
the President issues a Thanksgiving proclamation. Our courts 
require witnesses to take an oath before giving testimony 
unless they have religious scruples. All government officials 
must take an "oath of office" in which the Creator is recog- 
nized. Christmas is a legal holiday in every state in the 
Union. Some of the greatest thoughts of our great states- 
men recognize a Supreme Being. If there are Jewish children 
in school, care should be taken not to hurt their feelings, for 
religious toleration is an outstanding Americanism. Instead 
of offending our Jewish friends, a little tact may lead them to 
look upon the Christmas celebration with inherent racial 
pride — for the great characters in the Bible belonged to the 
Hebrew race. 



48 PATRIOTIC AND CIVIC INSTRUCTION 

THE FIRST CHRISTMAS EVE 

It was midnight on the hilltop, and the fire was dim and low, 
While the weary shepherds slumbered round the embers, 

dying glow, 
When a light shone round about them, brighter far than light 

of day, 
And they saw an angel standing in its pure and living ray, 
He was dressed in white apparel and his face was gravely 

sweet, 
And he spoke unto them gently as they bowed them at his 

feet. 

u Fear ye not/' for they were troubled: "news of peace and 

joy I bring; 
For to-night in David's city, Christ is born, your Lord and 

King." 
As he spoke, adown the heavens, borne as on the ocean's 

swell, 
Angel forms came floating nearer, angel voices rose and fell; 
"Unto God the highest glory. Peace on earth. To men good 

will," 
Pealed the anthem, that triumphant echoes down the ages 

still. 

As the angel vision vanished and the song grew faint and far, 
Clear and radiant in the heavens steadfast shone the guiding 

star; 
Then they travelled on and onward till they reached a lonely 

shed 
Where the King of all the nations in a manger laid his head, 
And the night was hushed and holy, while the star shone over 

them, 
And the angel song rang softly, "Christ is born in Bethle- 
hem!" 

Nineteen hundred years have fleeted since the shepherds 
heard that song, 

Since Judea's hills were brightened by the presence of that 
throng ; 

But adown the distant ages, when the Christmas time draws 
near, 

And our hearts and homes are brightened with the Christmas 
warmth and cheer — 

When our hearts with love grow warmer as the light glows 
in a gem— 

Softly steals the angel's message "Christ is born in Bethle- 
hem!" — From Special Day Programs and Selections 
for the Schools of Michigan — P. 41. 



PATRIOTIC AND CIVIC INSTRUCTION 49 

CANADA AND THE UNITED STATES 

(Sometime, maybe 10, 100 or 1,000 years from now 
people will look back to our age and wonder how people claim- 
ing to be civilized and Christian could carry on such a merci- 
less war as that which was forced upon the world in 1914. 
In the sad record of our time, there will be one bright spot — 
Canada and the United States. There is not a gun along the 
3000 miles of international boundary line, not a war ship on 
the great lakes. The world can have lasting peace when it is 
willing to follow the example of the United States and Can- 
ada.) 

Let politicians talk their fill, 
And papers print what papers will, 
The common folk on either side 
Of the invisible divide — 
Canadian, United States — 
Are providential working mates. 

Each with a continental task, 
A neighbor's helping hand we ask. 
Each under heavy burdens bent, 
We ask a friend's encouragement. 
Each holding Britain mother-dear 
We ask a brother's living cheer. 

Three thousand miles without a fort 
What confidence does that import! 
Upon the lakes that wash each shore 
There's not a single ship-of-war! 
And now with amity's increase, 
A blessed century of peace! 

Both are the heirs of boundless wealth, 

And of a sturdy nation-health. 

We both extend our welcoming hands 

To honest poor of other lands. 

The same high hope of splendid growth 

And world-wide service move us both. 

Now on our lengthened border-line 

We give but one glad countersign — 

This: "Who goes there?" "A friend! A friend!" 

Be it the same till time shall end — 

And let us to all nations prove 

That nations can as brothers love. 

— Amos R. Wells in Youths Companion. 



50 PATRIOTIC AND CIVIC INSTRUCTION 



A HYMN OF PEACE 

Angel of Peace thou hast wandered too long! 

Spread thy white wings to the sunshine of love ! 
Come while our voices are blended in song — 

Fly to our ark like the storm-beaten dove! 
Fly to our ark on the wings of the dove — 

Speed o'er the far-sounding billows of song, 
Crowned with thine olive-leaf garland of love, — 

Angel of peace, thou hast waited too long! 

Joyous we meet, on this altar of thine 

Mingling the gifts we have gathered for thee, 
Sweet with the odors of myrtle and pine, 

Breeze of the prairie and breath of the sea, — 
Meadow and mountain and forest and sea, — 

Sweet is the fragrance of myrtle and pine, 
Sweeter in the incense we offer to thee, 

Brothers, once more this altar of thine! 

Angels of Bethlehem, answer the strain ! 

Hark ! a new birth-song is filling the sky ! — 
Loud as the storm-wind that tumbles the main 

Bid the full breath of the organ reply, — 
Let the loud tempest of voices reply, — 

Roll its long surge like the earth-shaking main ! 
Swell the vast song till it mounts to the sky ! — 

Angels of Bethlehem, echo the strain! 

— Oliver Wendell Holmes. 
By permission of Houghton Mifflin & Co. 



PATRIOTIC AND CIVIC INSTRUCTION 51 

A PRAYER FOR THE NATION 

"0 Lord, our God, Thy mighty hand 
Hath made our country free; 
From all her broad and happy land 
May worship rise to Thee; 

Fulfill the promise of her youth, 
Her liberty defend; 
By law and order, love and truth, 
America befriend. 

The strength of every state increase 
In union's golden chain; 
Her thousand cities fill with peace, 
Her million fields with grain; 

The virtues of her mingled blood 
In one new people blend; 
By unity and brotherhood, 
America befriend. 

Through all the waiting land proclaim 
The gospel of good-will; 
And may the joy of Jesus' name 
In every bosom thrill. 

O'er hill and vale, from sea to sea, 
They holy reign extend; 
By faith and hope and charity, 
America befriend. 

— Henry Van Dyke, 
From the Grand Army Flag Day. 

BROTHERHOOD IN AMERICA 

Remember that in this land of ours all the races, all the 
peoples, all the faiths of the world, are being brought together 
and are being fused into one great and indivisible whole, as 
if to prove that, if men will but come near enough together 
to know one another, whatever their nationality, their race, 
their religion, hatred and ill-will and prejudice and all un- 
charitableness are sure to pass away. Herein let America 
pioneer. Our country seems destined in the Providence of 
God to be the meeting place of all the peoples, to be the 
world's experimental station in brotherhood — all of us learn- 
ing that other nations are not barbarians, that other races 
are not inferior, that other faiths are not Godless. 

Stephen S. Wise. 



52 PATRIOTIC AND CIVIC INSTRUCTION 




ABRAHAM LINCOLN 



PATRIOTIC AND CIVIC INSTRUCTION 5 3 



FEBRUARY 12— LINCOLN'S BIRTHDAY 

As time passes, Lincoln is more generally accepted as 
the best example of the ideals, opportunities, life and spirit of 
America. There seems little doubt, at least in the West, that 
Lincoln is the most potent character in history in molding the 
aspirations, ideals and life of young Americans. Every school 
should have his picture with that of Washington on its walls ; 
and certainly either February 12 or 22 should be observed 
each year with appropriate exercises in all our schools. 



"LINCOLN" 

From out of the strong, young West he came, 
In those warlike days of yore, 
When Freedom's cry had reached the sky 
And rung from shore to shore. 



He knew the world was watching him; 
He heard the words of scorn; 
He felt the weight of a severed state 
By cruel rebellion torn. 



By calling on Jehovah, 

He seized his mighty pen 

And, with a stroke, the chains he broke 

From a million bonded men. 



He was a dauntless leader, 

As among the host he moved, 

And he gave his life in the time of strife 

To save the cause he loved. 

— Edgar MacLaren Swan. 
From "Washington and Lincoln" 



54 PATRIOTIC AND CIVIC INSTRUCTION 

CAPTAIN! MY CAPTAIN! 

Walt Whitman 
Captain ! My Captain ! our fearful trip is done, 
The ship has weather'd every rack, the prize we sought is won 
The port is near, the bells I hear, the people all exulting, 
While follow eyes the steady keel, the vessel grim and daring ; 
But heart! heart! heart! 
the bleeding drops of red, 

Where on the deck my Captain lies, 
Fallen cold and dead. 
Captain ! my Captain ! rise up and hear the bells ; 
Rise up — for you the flag is flung — for you the bugle trills, 
For you bouqets and ribbon'd wreaths — for you the shores 

a-crowding, 
For you they call, the swaying mass, their eager faces turn- 
ing; 
Here Captain! dear father! 
This arm beneath your head! 

It is some dream that on the deck, 
You've fallen cold and dead. 
My Captain does not answer, his lips are pale and still, 
My father does not feel my arm, he has no pulse nor will, 
The ship is anchor'd safe and sound, its voyage closed and 

done, 
From fearful trip the victor ship comes in with object won; 
Exult shores, and ring bells ; 
But I with mournful tread, 

Walk the deck — my Captain lies, 
Fallen cold and dead. 

DO SOMETHING 

Do something for somebody, somewhere 

While jogging along life's road ; 
Help some one to carry his burden, 

And lighter will grow your load. 
Do something for somebody gladly, 

'Twill sweeten your every care; 
In sharing the sorrows of others, 

Your own are less hard to bear. 
Do something for somebody, striving 

To help where the way seems long; 
And the homeless hearts that languish 

Cheer up with a little song. 
Do something for somebody always, 

Whatever may be your creed — 
There's nothing on earth can help you 

So much as a kindly deed. — J. S. Cutler. 



PATRIOTIC AND CIVIC INSTRUCTION 55 

FROM THE FIRST INAUGURAL ADDRESS 

In your hands, my dissatisfied fellow-countrymen, and 
not in mine, is the momentous issue of civil war. The gov- 
ernment will not assail you. You can have no conflict with- 
out being yourselves the aggressors. You have no oath reg- 
istered in heaven to destroy the government, while I shall 
have the most solemn one to "preserve, protect, and defend 
it." 

I am loath to close. We are not enemies, but friends. We 
must not be enemies. Though passion may have strained, it 
must not break our bonds of affection. The mystic chords 
of memory, stretching from every battle-field and patriot 
grave to every living heart and hearthstone all over this 
broad land, will yet swell the chorus of the Union when again 
touched, as surely they will be, by the better angels of our 
nature. — A. Lincoln, "Illinois One Hundredth Anniversary." 



FROM THE SECOND INAUGURAL ADDRESS 

Fondly do we hope — fervently do we pray — that this 
mighty scourge of war may speedily pass away. Yet, if God 
wills that it continue until all the wealth piled by the bond- 
man's two hundred and fifty years of unrequited toil shall be 
sunk, and until every drop of blood drawn with the lash shall 
be paid by another drawn with the sword, as was said three 
thousand years ago, so still it must be said, "The judgments 
of the Lord are true and righteous altogether." 

With malice toward none ; with charity for all ; with firm- 
ness in the right, as God gives us to see the right, let us 
strive on to finish the work we are in ; to bind up the nation's 
wounds ; to care for him who shall have borne the battle, and 
for his widow, and his orphan — to do all which may achieve 
and cherish a just and lasting peace among ourselves and 
with all nations. — A. Lincoln "Illinois One Hundredth Anni- 
versary." 

* * * * 

Recitations: — Sheridan's Ride, The Brave at Home, 
Gettysburg Address, Why Should the Spirit of Mortal be 
Proud (Lincoln's favorite poem), "A Man's a Man" — Burns. 

Readings: — A Soldiers Reprieve, Character Sketch of 
Lincoln — Found in The Crisis by Churchill, Stories Told by 
and About Lincoln, Quotations from Lincoln. 



56 PATRIOTIC AND CIVIC INSTRUCTION 



FEBRUARY 22— BIRTHDAY OF WASHINGTON 

FEBRUARY 22— BIRTHDAY OF LOWELL 

The World War has revived interest in Washington. 
Some two million Americans have visited the Homeland of 
his friend, Lafayette, and recalled the dark days of the Revo- 
lution when Washington was the inspiration of our struggling 
nation. General Pershing's short speech at the tomb of the 
young French Nobleman who came to help us, "Lafayette, we 
are here," stirred all America. Then too, the serious prob- 
lems of today prompt thousands to read again Washington's 
Farewell Address. An observance of Washington's birthday 
may be very closely connected with present day events and 
problems. 



TRIBUTE TO WASHINGTON 
Lord Byron, English Poet 

Where may the wearied eye repose 
When gazing on the great, 
Where neither guilty glory glows, 
Nor despicable state ! 

Yes, one, — the first, the last, the best, 
The Cincinnatus of the West, 
Whom envy dared not hate, — 
Bequeathed the name of Washington, 
To make men blush there was but one ! 



PATRIOTIC AND CIVIC INSTRUCTION 57 

AMERICA FOR ME 

Henry Van Dyke 

Tis fine to see the old world and travel up and down 
Among the famous palaces and cities of renown, 
To admire the crumbly castles and statues of the kings, — 
But now I think I've had enough of antiquated things. 

So it's home again, and home again, America for me ! 
My heart is turning home again, and there I long to be, 
In the land of youth and freedom beyond the ocean bars, 
Where the air is full of sunlight and the flag is full of stars. 

Oh, London is a man's town with power in the air ; 
And Paris is a woman's town with flowers in her hair; 
And It's sweet to dream in Venice, and it's great to study 

Rome; 
But when it comes to living there is no place like home. 

I like the German fir-woods, in green battalions drilled; 
I like the garden of Versailles with flashing fountains filled ; 
But, Oh, to take your hand, my dear, and ramble for a day 
In the friendly western woodland where Nature has her way! 

I know that Europe's wonderful, yet something seems to lack ; 
The Past is too much with her, and the people looking back, 
But the glory of the Present is to make the Future free, — 
We love our land for what she is and what she is to be. 

Oh, it's home again, and home again, America for me ! 
I want a ship that's westward bound to plough the rolling sea, 
To the blessed Land of Room Enough beyond the ocean bars, 
Where the air is full of sunlight and the flag is full of stars. 




58 PATRIOTIC AND CIVIC INSTRUCTION 

NOBILITY 
Alice Cary 

True worth is in being, not seeming — 

In doing each day that goes by 
Some little good — not in the dreaming 

Of great things to do by and by. 
For whatever men say in blindness, 

And in spite of the fancies of youth, 
There's nothing so kingly as kindness, 

And nothing so royal as truth. 

We get back our mete as we measure — 

We cannot do wrong and feel right, 
Nor can we give pain and gain pleasure, 

For justice avenges each slight. 
The air for the wing of the sparrow, 

The bush for the robin and wren, 
But always the path that is narrow 

And straight for the children of men. 

'Tis not in the pages of story 

The heart of its ills to beguile, 
Though he who makes courtship to glory 

Gives all that he hath for her smile. 
For when from her heights he has won her 

Alas! it is only to prove 
That nothing's so sacred as honor, 

And nothing so loyal as love. 

We cannot make bargains for blisses 

Nor catch them like fishes in nets; 
And sometimes the thing our life misses, 

Helps more than the thing which it gets. 
For good lieth not in pursuing 

Nor gaining of great nor of small, 
But just in the doing, and doing 

As we would be done by, is all. 

Through envy, through malice, through hating, 

Against the world early and late, 
No jot of our courage abating — 

Our part is to work and to wait. 
And slight is the sting of his trouble 

Whose winnings are less than his worth ; 
For he who is honest is noble, 

Whatever his fortunes or birth. 

— By permission of Houghton Mifflin Co. 



PATRIOTIC AND CIVIC INSTRUCTION 59 



THE STAR IN THE WEST 
Eliza Cook (English Poet) 

There's a star in the West, that shall never go down, 

Till the records of valor decay; 
We must worship its light, though it is not our own, 

For liberty burst in its ray. 
Shall the name of a Washington ever be heard 

By a freeman, and thrill not his breast? 
Is there one out of bondage, that hails not the word 

As the Bethlehem star of the West? 



"War, war to the knife! be enthralled or ye die," 

Was the echo that woke in his land ; 
But it was not his voice that promoted the cry, 

Nor his madness that kindled the brand. 
He raised not his arm, he defied not his foes. 

While a leaf of the olive remained ; 
Till goaded with insult, his spirit arose 

Like a long-baited lion unchained. 



He struck with firm courage the blow of the brave, 

But sighed o'er the carnage that spread ; 
He indignantly trampled the yoke of the slave, 

But wept for the thousands that bled. 
Though he threw back the fetters, and headed the strife, 

Till man's charter was fairly restored; 
Yet he prayed for the moment when freedom and life 

Would no longer be pressed by the sword. 



Oh! his laurels were pure, and his patriot-name 

In the page of the future shall dwell, 
And he is seen in all annals, the foremost in frame, 

By the side of a HOFER and TELL. 
Revile not my song, for the wise and the good 

Among Britons have nobly confessed, 
That his was the glory, and ours was the blood 

Of the deeply-stained field of the West. 

By permission of Houghton Mifflin Co. 



GO PATRIOTIC AND CIVIC INSTRUCTION 

CROWN OUR WASHINGTON 
Oliver Wendell Holmes 

Arise! 'tis the day of our Washington's glory, 

The garlands uplift for our liberties won, 
Oh sing in your gladness his echoing story, 

Whose sword swept for freedom the fields of the sun ! 

Not with gold, not with gems, 

But with evergreems vernal, 

And the Banners of stars that the continent span 

Crown, crown we the chief of the heroes eternal, 

Who lifted his sword for the birthright of man ! 

He gave us a nation to make it immortal; 

He laid down for freedom the sword that he drew, 
And his faith leads us on through the uplifting portal, 
Of the glories of peace and our destinies new. 
Not with gold, not with gems, 
But with evergreens vernal, 
And the flags that the nations of liberty span, 
Crown, crown him the chief of the heroes eternal, 
Who laid down his sword for the birthright of man! 

Lead, Face of the Future, serene in thy beauty, 

Till o'er the dead heroes the peace star shall gleam, 
Till Right shall be Might in the counsels of duty, 
And the service of man be life's glory supreme. 
Not with gold, not with gems, 
But with evergreens vernal, 
And the flags that the nations in brotherhood span, 
Crown, crown we the chief of the heroes eternal, 
Whose honor was gained by his service to man ! 
Spirit of Liberty, sweet are thy numbers! 

The winds to thy banners their tribute shall bring, 
While rolls the Potomac where Washington slumbers, 
And his natal day comes with the angels of spring. 
We follow thy counsels, 
hero eternal! 
To highest achievement the school leads the van, 
And, crowning thy brow with the evergreens vernal, 
We pledge thee our all to the service of man ! 

— By permission of Houghton Mifflin Co. 

Other numbers recommended are: 

Dramatization of Washington's Farewell to his Officers. 
Essays: — Lafayette, The Friend of Washington, Life of 
Washington. 

Reading: Death of Benedict Arnold. 

Stories of Washington: Washington at Valley Forge. 



PATRIOTIC AND CIVIC INSTRUCTION 61 



MARCH 4, 1921— INAUGURAL DAY 

IF 

Rudyard Kipling 
If you can keep your head when all about you 

Are losing theirs and blaming it on you ; 
If you can trust yourself when all men doubt you, 

But make allowance for their doubting, too, 
If you can wait and not be tired by waiting, 

Or being lied about, don't deal in lies, 
Or, being hated don't give way to hating, 

And yet don't look too good, nor talk too wise ; 



If you can dream — and not make dreams your master ; 

If you can think — and not make thoughts your aim ; 
If you can meet with triumph and disaster 

And treat those two impostors just the same, 
If you can bear to hear the word you've spoken 

Twisted by knaves to make a trap for fools, 
Or watch the things you gave your life to, broken, 

And stoop and build 'em up with wornout tools; 



If you can make one heap of all your winnings 

And risk it on one turn of pitch-and-toss, 
And lose, and start again at your beginnings, 

And never breathe a word about your loss; 
If you can force your heart and brain and sinew 

To serve their turn long after they are gone, 
And so to hold on when there is nothing in you 

Except the will which says to them "Hold on !" 



If you can talk with crowds and keep your virtue, 

Or walk with kings — nor lose the common touch ; 
If neither foes nor loving friends can hurt you, 

If all men count with you, but none too much ; 
If you can fill the unforgiving minute 

With sixty seconds worth of distance run — 
Yours is the earth and every thing that's in it, 

And — which is more — you'll be a man, my son. 



62 PATRIOTIC AND CIVIC INSTRUCTION 



GOD SAVE OUR PRESIDENT 

Frances DeHayes Janvier 
All hail ! Unfurl the stripes and Stars ! 

The banner of the free ! 
Ten times ten thousand patriots greet 

The shrine of Liberty! 
Come with one heart, one hope, one aim. 

An undivided band, 
To elevate, with solemn rites, 

The ruler of our land! 



Not to invest a potentate 

With robes of majesty, — 
Not to confer a kingly crown, 

Nor bend a subject knee. 
We bow beneath no sceptered sway, 

Obey no royal nod; — 
Columbia's sons, erect and free, 

Kneel only to their God! 



Our ruler boasts no titled rank. 

No ancient princely line, — 
No regal right to sovereignty, 

Ancestral and divine. 
A patriot, — at his country's call, 

Responding to her voice; 
One of the people, — he becomes 

A sovereign by our choice! 



And now, before the mighty pile 

We've reared to Liberty, 
He swears to cherish and defend 

The charter of the free! 
God of our Country ! seal his oath 

With Thy supreme assent. 
God save the Union of the States! 

God save our President. 



PATRIOTIC AND CIVIC INSTRUCTION 



63 




BIG STONE LAKE IN GRANT COUNTY 



ARBOR DAY— APRIL 

The observance of Arbor Day is yearly becoming more 
important. Our forests are being depleted, not only by lum- 
bermen but also by forest fires; as a consequence floods are 
more frequent, lumber prices are higher, and home-building 
is retarded. Trees attract birds and birds are the farmers' 
friends; an appreciative study of birds is an important fea- 
ture of Arbor Day exercises. The good roads movement is 
making rapid headway in South Dakota now and can well be 
emphasized on Arbor Day. Cleaning up the school grounds is 
a very practical lesson in sanitation and also community 
civics. Arbor Day is the one day of the school year which 
fosters exercises prompting emotional response to appeals for 
appreciation of dumb life: trees, flowers, birds, domestic ani- 
mals. Arbor Day helps us to understand the language of Na- 
ture, see its myriad beauties, and appreciate its ingenious 
ways of helping us. The teacher cannot afford to waste such 
an opportunity by spending all the day on grammar, spelling, 
writing or any other "regular" school exercise. We repeat 
that an observance of special days by appropriate exercises 
intensifies and improves school work; time is "wasted" only 
by those who ignore these special opportunities to teach effec- 
tive lessons. 



64 



PATRIOTIC AND CIVIC INSTRUCTION 




JIM RIVER NEAR MITCHELL 



PATRIOTIC AND CIVIC INSTRUCTION 65 



NEIGHBOR MINE 

There are barrels in the hallways, 

Neighbor mine, 
Pray be mindful of them always, 

Neighbor mine. 
If you're not devoid of feeling, 
Quickly to those barrels stealing, 
Throw in each banana peeling, 

Neighbor mine. 

Do not drop the fruit you're eating, 

Neighbor mine, 
On the sidewalk, sewer or grating, 

Neighbor mine. 
But lest you and I should quarrel, 
Listen to my little carol; 
Go and toss it in the barrel, 

Neighbor mine. 

Look! whene'er you drop a paper, 

Neighbor mine, 
In the wind it cuts a caper, 

Neighbor mine. 
Down the street it madly courses, 
And should fill you with remorses 
When you see it scare the horses, 

Neighbor mine. 

Paper cans were made for papers, 

Neighbor mine; 
Let's not have this fact escape us, 

Neighbor mine. 
And if you will lend a hand 
Soon our city dear shall stand 
As the cleanest in the land, 

Neighbor mine. 

From "Town and City" 
By permission of Ginn & Co. 



66 



PATRIOTIC AND CIVIC INSTRUCTION 




THE BALTIMORE ORIOLE CARRYING YOLK OF 
EGG TO HIS YOUNG 




WILSON'S BLUEBIRD 



PATRIOTIC AND CIVIC INSTRUCTION 67 



FOREST SONG 
Prof. W. H. Venable 

A song for the beautiful trees, 
A song for the forest grand, 
The pride of His centuries, 
The garden of God's own hand. 
Hurrah for the kingly oak, 
The maple, the forest queen, 
The lords of the emerald cloak, 
The ladies in living green. 

For the beautiful trees a song, 
The peers of a glorious realm, 
So brave, and majestic, and strong, 
The linden, the ash and the elm. 
Hurrah for the beech tree trim, 
The hickory staunch at core, 
The locust so thorny and grim, 
And the silvery sycamore. 

So long as the rivers flow, 
So long as the mountains rise, 
And shelter the earth below, 
May the forest sing to the skies. 
Hurrah! for the beautiful trees, 
Hurrah! for the forest grand, 
The price of his centuries, 
The garden of God's own hand. 



68 PATRIOTIC AND CIVIC INSTRUCTION 




RED-WINGED BLACKBIRD 

KILLING BIRDS IS COSTLY 

According to Col. G. G. Shields, president of the League 
of American Sportsmen, the destruction of birds costs the 
United States a billion dollars a year. He said that cotton- 
growers lost annually $100,000,000; wheat-growers $100,- 
000,000 by the chinch bug and $200,000,000 by the Hessian 
fly. One quail killed in Ohio had 1,200 chinch bugs in its 
craw, and another in a Kansas wheat field had 2,000 Hessian 
flies. Col. Shields said that potato-growers pay $17,000,000 
a year for Paris green, and that a quail slain in Pennsylvania 
had 127 potato bugs in its craw. He said that the work of 
destroying birds in this country might be gauged by the fact 
that there are ten million shot-guns in use, burning six hun- 
dred million cartridges a year. 

MASSA BLUEJAY 

Hi, Massa Bluejay, what you want with me, 

A-callin' and a-scoldin in that li'l pine tree? 

Aint you had your breakfas', I's a busy un, 

You can't get nuthin' out of me until dis work's done. 

I has to feed the chickens and get the pony out, 

Seems like you' all couldn't rest, flyin' all about, 

Now just quit your foolin' and take this hunk of bread, 

And don't forget your "Thanky" to li'l darky Ned! 

— Frances Kirkland in American Primary Teacher. 



PATRIOTIC AND CIVIC INSTRUCTION 69 

ARBOR DAY SONG 

S. S. Short 

(Air, "Maryland.") 

Again we come, this day to greet, 
Arbor Day! sweet Arbor Day! 

With willing hands and nimble feet, 
Arbor Day! sweet Arbor Day! 

No sweeter theme our time can claim, 
No grander deed points us to fame, 
No day more proud than this we name, 

Arbor Day! sweet Arbor Day! 

Bring forth the trees ! Prepare the earth 
For Arbor Day ! sweet Arbor Day ! 

With songs we celebrate the birth 
Of Arbor Day, sweet Arbor Day ! 

And when our joyful task is done, 
And we our meed of praise have won, 
The glorious work's but just begun 

For Arbor Day, sweet Arbor Day ! 
— From Illinois Arbor and Bird Day, 1917. 



SOUTH DAKOTA LAW 

"It shall be the duty of the officers of every school dis- 
trict to plant trees and shrubs upon the grounds of each 
schoolhouse and to encourage the school children to plant such 
trees and shrubs and to cultivate and protect the same. 
Where stock is permitted to run at large, it shall be the duty 
of school officers to cause to be erected about the grounds of 
every schoolhouse a substantial fence sufficient to protect 
the trees upon the school house grounds from destruction by 
livestock, and such fence shall be provided with convenient 
gates or stiles." 



70 



PATRIOTIC AND CIVIC INSTRUCTION 




APPLE ORCHARD IN BROOKINGS 



PATRIOTIC AND CIVIC INSTRUCTION 71 



THE TREES 
Lucy Larcom 

Time is never wasted listening to the trees; 
If to heaven as grandly we arose as these, 
Holding toward each other half their kindly grace, 
Haply, we were worthier of our human place. 



Bending down to meet you on the hillside path; 
Birch, and oak, and maple, each his welcome hath; 
Each his own fine cadence, his familiar word, 
By the ear accustomed, always plainly heard. 



For every tree gives answer to some different mood; 
This one helps you climbing ; that for rest is good ; 
Beckoning friends, companions, sentinels they are; 
Good to live and die with, good to greet afar. 



Dear, inspiring, friendly dwellers of the woods. 
Always reaching downward, something grand or good 
From the lofty spaces where you breathe and live; 
Royally unconscious, careless what you give! 



ye glorious creatures, heirs with us of earth! 
Might we win the secret of our loftier birth, — 
From our depths of being grow like you and climb 
To our heights of blessing, — life would be sublime ! 

— By permission of Houghton Mifflin Co. 

•P •$* H* •*■ 

Other appropriate recitations: A Forest Hymn by Bry- 
ant; The Brook by Tennyson; Planting the Apple Tree by 
Bryant; To a Waterfall by Bryant, Woodman, Spare that 
Tree by Geo. P. Morris; Little Brown Hands, Thoughts for 
the Discouraged Farmer by Riley. 

Song on Phonograph — "Listen to the Mocking Bird." 



72 



PATRIOTIC AND CIVIC INSTRUCTION 




GODDESS OF LIBERTY 



PATRIOTIC AND CIVIC INSTRUCTION 7 3 



APRIL 19— PATRIOTS' DAY 

In the rapid succession of events of tremendous im- 
portance in recent years and the vitally important problems 
to be solved, there seems to be a tendency to become dazed 
and appalled by our responsibilities. To add to the confusion, 
millions of people came to America the decade before the 
World War began — people who know nothing of Lexington, 
Bunker Hill or Valley Forge. 

Perhaps no better way can be found to keep us all sane, 
steady, and safe than a renewed interest in the Founders of 
our government. If America is to continue, their ideals must 
be perpetuated — modified to suit present conditions but not 
supplemented by foreign ideals. It is unfortunate that our 
greatest national holiday, July 4th, does not come during the 
school year; but since it does not, it would seem well to 
utilize some other day to emphasize the struggles, ambition 
and ideals of the Revolutionary Fathers and the eternal prin- 
ciples expounded in the Declaration of Independence and the 
Constitution. "Patriots Day" seems best adapted for this 
purpose. There is a long period between February 22 and 
May 30 without any Special Day devoted specially to appre- 
ciation of America and its heroes ; the celebration of Patriots' 
Day will be opportune as well as appropriate. In a way it 
may be what July 4th would be if it came during the school 
year. In like manner, September 14th may be to the school 
what Flag Day, June 14, would be if it came in the school 
year. 

No special selections are given because the most appro- 
priate ones such as "Paul Revere's Ride" and "Independence 
Bell" are easily found in school readers and library books. 
These selections are not "out-of-date" and never will be — 
unless we shall forget the Founders of the Republic. There 
are no substitutes for them, no more than there are substi- 
tutes for "Sheridan's Ride," "The Blue and the Gray" and 
"Battle Hymn of the Republic" for Memorial Day. 

Many selections given for September 14 and other Special 
Days may be used on Patriots Day — even if they have been 
recited before. It is a mistake to have a child learn a beauti- 
ful selection like "In Flanders Field," and then forget it. 
The celebration of Patriots' Day may be a review of some of 
the most beautiful selections the children have learned. 



74 PATRIOTIC AND CIVIC INSTRUCTION 





WHISTLER'S MOTHER 



PATRIOTIC AND CIVIC INSTRUCTION 75 

MAY 8— MOTHERS' DAY 
(Second Sunday) 

Some recognition of this day may be bestowed on the 
Monday following, if only by raising the flag and wearing 
flowers. At opening exercises, the story of the origin of 
Mother's Day might be told; also the story of President 
McKinley's mother and how the carnation came to be the 
flower worn on Mother's Day. Some of the older children 
might tell stories of the mothers of other national heroes and 
how they influenced their illustrious sons. Home songs may 
be sung and a few tributes to motherhood recited. 



"MOTHER" 

There's no other word that's spoken, 

Neath the starry sky above, 
Can so touch our hearts, as "Mother", 

Or inspire so pure a love. 

It awakened with our being, 

And in sweet maternal ways, 
It was hallowed as 'twas nurtured 

In our happy childhood days. 

Through our ills and cares and sorrows, 

No one else is e'er so true, 
Or so willing to forgive us, 

Whatsoever we may do. 

In our eyes and thoughts no other 

Has so kind and saintly face, 
And of all we fondly cherish 

None can ever fill her place. 

— E. B. Grimes, from "Silent Thoughts." 



If we work upon marble, it will perish; if we work upon 
brass, Time will efface it; if we rear temples, they will 
crumble into dust; but, if we work upon immortal souls, if 
we imbue them with principles, with the just fear of God and 
love of fellowmen, we engrave on these tablets something 
which will brighten all Eternity. — Webster. 



76 PATRIOTIC AND CIVIC INSTRUCTION 



"SOME MAN" 

"He may wear a last year's straw hat; his fingernails 
may need manicuring; his vest may hang a little loose and 
his pants may bag at the knees ; his face may show signs of a 
second day's growth, and the tin dinner bucket that he carries 
may be full of dents and doughnuts; but don't you call him 
'the old man." He's your father. 

For years and years he has been rustling around to get 
things together. Never once has he failed to do the right 
thing by you. He thinks you are the greatest boy on earth, 
bar none, even though you plaster your hair back, wear smart 
clothes, smoke cigarettes and fail to bring home a cent. He 
is the man who won the love and life partnership of the 
greatest woman on earth — your mother. He is SOME MAN, 
and not 'the old man' 

If you win as good a wife as he did, you will have to 
go some." — R, W. Eaton, from Silent Thoughts. 



"THE WOMEN" 

I am not accustomed to the use of language of eulogy; I 
have never studied the art of paying compliments to women; 
but I must say, that, if all that has been said by orators and 
poets since the creation of the world in praise of women were 
applied to the women of America, it would not do them jus- 
tice for their conduct during this war. I will close by saying, 
God bless the women of America! — A. Lincoln. Page 28 — 
"Illinois One Hundredth Anniversary." 



The recitation "Mothers of Men" given as appropriate for 
Armistice Day may be recited again on Mothers' Day. 



PATRIOTIC AND CIVIC INSTRUCTION 77 

MAY 30TH— MEMORIAL DAY 

If school is still in session, Memorial Day may be cele- 
brated in school the day before the holiday. Even if there is 
a community observance of the day, time may well be spent 
in school in teaching the children its true significance. 



"GOD SAVE THE FLAG" 

Oliver Wendell Holmes 

Washed in the blood of the brave and the blooming, 
Snatched from the altars of insolent foes, 
Burning with star-fires, but never consuming, 
Flash its broad ribbons of lily and rose. 

Vainly the prophets of Baal would rend it, 
Vainly his worshippers pray for its fall; 
Thousands have died for it, millions defend it, 
Emblem of justice and mercy to all. 

Justice that reddens the sky with her terrors, 
Mercy that comes with her white-handed train, 
Soothing all passions, redeeming all errors, 
Sheathing the saber and breaking the chain. 

Borne on the deluge of old usurpations 
Drifted our Ark o'er the desolute seas, 
Bearing the rainbow of hope to the nations, 
Torn from the storm-cloud and flung to the breeze ! 

God bless the Flag and its loyal defenders, 
While its broad folds o'er the battle-field wave, 
Till the dim star-wreath rekindle its splendors, 
Washed from its stains in the blood of the brave! 



THE GRAND ARMY 

Every year they're marching slower, 
Every year they're stooping lower ; 

Every year the lilting music stirs the hearts of older men ; 
Every year the flags above them 
Seem to bend and bless and love them, 
As if grieving for the future when they'll never march 
again. 



78 



PATRIOTIC AND CIVIC INSTRUCTION 




SOLDIER OF THE CIVIL WAR 



PATRIOTIC AND CIVIC INSTRUCTION 



79 




SOLDIER OF THE WORLD WAR 



80 PATRIOTIC AND CIVIC INSTRUCTION 



STAND BY THE FLAG 
John Nicholas Wilder 

From Golden Numbers published by Doubleday Page & Co. 
Stand by the flag ! Its stars like meteors gleaming, 
Have lighted arctic icebergs, southern seas, 
And shone responsive to the stormy beaming 
Of old Arcturus and the Pleides. 

Stand by the flag! Its stripes have streamed in glory, 

To foes a fear, to friends a festal robe; 

And spread in rhythmic lines the sacred story 

Of Freedom's triumphs over all the globe. 

Stand by the flag! On land and ocean billow 
By it your fathers stood unmoved and true; 
Living defended; dying from their pillow. 
With their last blessing, passed it on to you. 

Stand by the flag ! Immortal heroes bore it 

Through sulphurous smoke, deep moat and armed defence; 

And their imperial Shades still hover o'er it 

A guard celestial from Omnipotence. 



PATRIOTIC AND CIVIC INSTRUCTION 81 



THE SOLDIER BOY 

S. E. Riser 

The man who wears the shoulder straps 

And has his sword in hand, 
And proudly strides along the front, 

Looks good and brave and grand — 
But back there in the ranks somewhere, 

Just where I cannot see, 
With his gun upon his shoulder is 

The soldier boy for me ! 

The man who wears the shoulder straps 

Is handsome, brave and true; 
But there are other handsome boys, 

And other brave ones, too. 
When there are heights that must be won 

While bullets fill the air, 
'Tis not the officer alone 

Who braves the dangers there. 

The man who wears the shoulder straps 

Is cheered along the way, 
And public honors dull his dread 

Of falling in the fray; 
But there behind him in the ranks 

And moving like a part 
Of some machine, is many a man 

With just as brave a heart. 

The man who wears the shoulder straps 

Deserves the people's praise — 
I honor and applaud him for 

The noble part he plays; 
But, back there in the ranks somewhere, 

Stout-hearted, is he, 
Prepared to do and nerved to dare — 

The soldier boy for me ! 



82 PATRIOTIC AND CIVIC INSTRUCTION 

THE FIRST MEMORIAL DAY PROCLAMATION 

We should guard their graves with sacred vigilance. All 
that the consecrated wealth and taste of the nation can add to 
their adornment and security is but a fitting tribute to the 
memory of her slain defenders. 

Let no wanton foot tread rudely on such hallowed 
grounds; let pleasant paths invite the coming and going of 
revered visitors and fond mourners; let no vandalism of 
avarice or neglect, no ravages of time, testify to the present 
or to coming generations, that we have forgotten as a people 
the cost of a free and undivided republic. 

If other eyes grow dull and other hands slack and other 
hearts grow cold in the solemn trust, ours shall keep it well 
as long as the light and warmth of life remain to us. 

Let us, then, gather round their sacred remains and 
garland the passionless mounds above them with the choicest 
flowers of springtime; let us raise above them the dear old 
flag they saved from dishonor; let us in this solemn presence 
renew our pledges to aid and assist those whom they have 
left among us as a sacred charge upon a nation's gratitude — 
the soldiers' and sailors' widow and orphan. — Extract from 
the order of the G. A. R. Commander-in-Chief (John A. 
Logan) May 5, 1868. 



DEEDS OF VALOR AT SANTIAGO 

Clinton Scollard 

(There seems to be a danger of our forgetting the Span- 
ish-American war; yet it stands for the first instance in his- 
tory in which a nation went to war largely to free a mis-ruled 
people, won, and then granted absolute independence to the 
people. Cuba has not forgotten, as shown by her declaring 
war against Germany a few days after we did and largely be- 
cause she wished to show appreciation of her Big Friend, the 
United States. It is said that many veterans of the Spanish- 
American war whose health was permanently impaired by 
campaigning in tropical regions are not receiving pensions 
though unable to earn a living.) 



PATRIOTIC AND CIVIC INSTRUCTION 83 

Who cries that the days of daring are those that are faded 

far, 
That never a light burns planet-bright to be hailed as the 

hero's star? 
Let the deeds of the dead be laurelled, the brave of the elder 

years, 
But a song, we say, for the men of today, who have proved 

themselves their peers! 

High in the vault of the tropic sky is the garish eye of the 

sun, 
And down with its crown of guns afrown looks the hill-top 

to be won ; 
There is the trench where the Spaniard lurks, his hold and his 

hiding-place, 
And he who would cross the space between must meet death 

face to face. 

The black mouths belch and thunder, and the shrapnel shrieks 
and flies; 

Where are the fain and the fearless, the lads with the daunt- 
less eyes? 

Will the moment find them wanting! Nay, but with valor 
stirred ! 

Like the leashed hound on the coursing-ground they wait but 
the warning word. 

"Charge!" and the line moves forward, moves with a shout 

and a swing, 
While sharper far than the cactus-thorn is the spiteful bullet's 

sting ; 
Now they are out in the open, and now they are breasting 

the slope, 
While into the eyes of death they gaze as into the eyes of 

hope. 

Never they wait nor waver, but on they clamber and on, 
With "Up with the flag of the Stripes and Stars, and down 

with the flag of the Don!" 
What should they bear through the shot-rent air but rout to 

the ranks of Spain, 
For the blood that throbs in their hearts is the blood of the 

boys of Anthony Wayne ! 

See they have taken the trenches! Where are the foemen? 

Gone! 
And now "Old Glory" waves in the breeze from the heights 

of San Jaun ! 



84 PATRIOTIC AND CIVIC INSTRUCTION 



Recitations : 

The Blue and the Gray — Frances Miles Finch 

Breathes There a Man — Sir Walter Scott 

A Monument for the Soldier — J. W. Riley (Found in 

Green Fields and Running Brooks) 
The Graves of Our Dead — Robert G. Ingersoll 
The Southern Soldier — Henry W. Grady 
Cover Them Over — Will Carleton 
Death, the Peacemaker — Ella Flagg Young 
Defense of the Alamo — Joaquin Miller 
Barbarie Fritchie — J. G. Whittier 
Recessional — Rudyard Kipling 
Memories of the War — Kate Brownlee Sherwood 



Songs : 

Crossing the Bar — Alfred Tennyson 

America the Beautiful — Katherine Lee Bates 

Tenting on the Old Camp Ground 



Helpful Books: 

Fifty-five Songs for Community Singing — C. C. Birchard 

& Co., Boston. 
In Camp Fires and Memorial Days Poems — A. C. Mc- 

Clurg & Co., Chicago. 



PATRIOTIC AND CIVIC INSTRUCTION 85 

FLAG ON PUBLIC SCHOOL GROUNDS 
Flag Days. 

Chapter 7661 of the Revised Code of South Dakota pro- 
vides : 

"All boards of education and school boards are author- 
ized and required to erect and maintain, upon each public 
school building or upon the grounds surrounding the same, 
a good and sufficient flagstaff or pole, together with all neces- 
sary appliances, and to provide a United States flag of not 
less than three by five feet, which shall be floated from such 
flagstaff or pole during the school hours of each school day, 
except when a violent storm or inclement weather would de- 
stroy or materially injure such flag. The expense of erect- 
ing and maintaining the flag, as provided herein, shall be paid 
as other incidental expenses of the school corporation." 

This law is quite generally ignored throughout the state. 
Only a small per cent of the schools are provided with flags ; 
fewer still have flagstaff s and very few of these raise the flag 
every morning and lower it every evening. 

It seems inadvisable, under the circumstances, to require 
a rigid compliance with the law; but surely we should com- 
ply with its spirit and purpose. Aside from honoring the flag 
and the nation and the inculcation of patriotism in the 
minds and hearts of the children, it is most unfortunate that 
many of the older pupils who know about this law should feel 
that the public school which they attend daily violates the 
laws of the state. 

This department believes that the spirit and purpose of 
the law may be more fully realized by raising and lowering 
the flag in a decorous, meaningful way on days of special 
significance than if done daily in a perfunctory manner. This 
view is held by many including the G. A. R. State Instructor 
in Patriotism of Wisconsin. The aim is not to make the exer- 
cise mechanical ; it should always be inspiring and meaningful. 

Another advantage of this plan is that the significance of 
these special days is impressively taught, not only to the 
grammar grades but to the little folk as well. Almost every 
normal child will ask "Why is the flag raised today?" on 
seeing Old Glory floating on the flagstaff. The answer may 
mean the learning of an important date, the acquiring of a 
new interest in some historic event, or the introduction of 
some little American to a great character in history or litera- 
ture. On November 29, it may introduce some child to "Little 
Men" or "Little Women" lying in the bookcase neglected — 
and dusty. Indeed curiosity is not confined to children ; adults 
in the district will want to know why the flag is floating — 
and the children will delight in telling them. Thoughtful 



86 PATRIOTIC AND CIVIC INSTRUCTION 

mothers will naively ask the question — even when they are 
not seeking information. 

This department, therefore, advises, and in so far as it 
has authority, requires, that the American flag be floated on 
the flagstaff of each school house in the state at least on the 
days listed below as "Flag Days" providing school is in ses- 
sion on these days and the weather is favorable. 

RAISING AND LOWERING THE FLAG 

A committee of dependable pupils should be appointed as 
custodians of the flag. A definite place for keeping the flag 
where it will be protected from dust should be provided; this 
may be a drawer in the teacher's desk or a box in the book- 
case. At a given time, say 8:50 A. M. the chairman of the 
committee should get the flag and, accompanied by the other 
members of the committee, walk to the flagstaff. The com- 
mittee will then unfold the flag and attach it to the rope, 
which runs on a pulley attached to the flagstaff. This should 
be done in a decorous manner, extreme care being taken that 
no part of the flag touches the ground. The committee will 
refrain from all jests, laughter and frivolous conversation. 
Any member who acts in an undignified manner or who 
handles the flag with soiled hands should be immediately de- 
prived of the honor of being on the flag committee. 

If the committee (and teacher) exemplify the proper 
attitude, little need be said to the other children. They will 
spontaneously gather around the flagpole and the decorum 
evidenced by the committee will be contagious. As the flag 
is raised briskly, the children should stand respectfully erect 
facing the flag. As the flag reaches the top and at a signal 
from the teacher, the children should give the flag salute. 

FLAG SALUTE 

Raise the right hand smartly till the tip of the forefinger 
touches the forehead above the right eye, thumb and fingers 
extended and joined, palm to the left, forearm inclined at 
about 45 degrees, hand and wrist straight; while thus stand- 
ing, with the forefinger touching the forehead in attitude of 
salute, all the pupils repeat together slowly and distinctly 
the following pledge: 

"I pledge allegiance to the flag and to the republic for 
which it stands; one nation, indivisible, with liberty and jus- 
tice to all." At the words "to the flag," the right hand may 
be extended pointing directly towards the flag. After the 
flag salute, the children may sing America or The Star 
Spangled Banner. If preferred, only the first stanza of 
America, or the first stanza and chorus of The Star Spangled 
Banner, need be sung. 



PATRIOTIC AND CIVIC INSTRUCTION 87 



VARYING THE EXERCISE 

An interesting variation in the exercises may be secured 
by the recital of one of our noblest tributes to the flag, after 
the singing. One of the following tributes may be thoroughly 
learned and rehearsed by each of a group of six pupils and 
impressively recited after the flag salute. 

Serving the Flag — Edward Everett Hale. 

Makers of the Flag — Franklin K. Lane. 

Your Flag and My Flag — Nesbit. 

The Flag Goes By— H. H. Bennett. 

The Ship of State— H. W. Longfellow. 

Give Us Strong Men— J. G. Holland. 

Many other tributes are given in this book. 

LOWERING THE FLAG 

The children may march directly after dismissal to the 
flagstaff, forming a circle around it ; or a semi-circle if it is on 
top of the building. The custodians of the flag take charge, 
loosening the rope and lowering the flag slowly while main- 
taining a thoughtful, dignified and respectful attitude. As 
the flag is lowered, the children may sing the last stanza of 
America. The committee should fold the flag carefully, the 
children still standing, silent and respectful; when the chair- 
man takes the folded flag the exercise may be considered over. 
However, the entire committee, acting as a guard of honor, 
may return to the schoolhouse and see that the flag is proper- 
ly placed in the receptacle provided for it. 

A flag pole on the ground is preferable to one on the 
building because it is safer, more convenient and more con- 
ducive to an impressive flag raising exercise. > 




88 PATRIOTIC AND CIVIC INSTRUCTION 

FLAG DAYS IN SOUTH DAKOTA SCHOOLS 

Sept. 1920— (First Monday) Labor Day. 

Sept. 14, 1814— Bombardment of Ft. McHenry. (Key wrote 
The Star Spangled Banner.) 

Sept. 14, 1901— Death of William McKinley. Half mast for 
short time. 

Sept. 17, 1787 — Constitution Day. 

Sept. 19, 1881— Death of James A. Garfield. Half mast. 

Sept. 28, 1839— Birthday of Frances Willard. 

Oct. 7, 1777— Battle of Saratoga; Birthday of James Whit- 
comb Riley, 1852. 

Oct. 12, 1492 — Discovery of America by Christopher Columbus 

Oct 19, 1781 — Surrender of Lord Cornwallis at Yorktown. 

Oct. 27, 1858— Birthday of Theodore Roosevelt. 

Nov. 2, 1920— Election Day (First Tuesday after first Mon- 
day) 

Nov. 2, 1889 — South Dakota admitted as a state — South Da- 
kota Day. 

Nov. 3, 1794— Birthday of William Cullen Bryant. 

November 11, 1918— Armistice Day (11th hour of 11th day 
of 11th month.) 

Nov. 25, — Thanksgiving Day. (Last Thursday) 

Nov. 29, 1832— Birthday of Louisa M. Alcott. 

Dec. 6, 1920— Congress Meets (1st Monday) 

Dec. 8, 1765— Birthday of Eli Whitney. 

Dec. 16, 1773— Boston Tea Party. 

Dec. 17, 1807— Birthday of John Greenleaf Whittier. 

Dec. 21, 1620 — Landing of the Pilgrims; 300th Anniversary. 

Dec. 25 — Christmas. 

Jan. 1 — New Year's Day. 

Jan. 1, 1863 — Emancipation Proclamation. 

Jan. 1, 1838— Birthday of Gen. W. H. H. Beadle. 

Jan. 8, 1815 — Battle of New Orleans. 

Jan. 17, 1706 — Birthday of Benjamin Franklin. 

Jan. 25, 1759 — Birthday of Robert Burns. 

Feb. 6, 1778 — Assistance from France Promised, 

Feb. 12, 1809— Birthday of Abraham Lincoln. 

Feb. 22, 1832— Birthday of George Washington. 

Feb. 22, .1819— Birthday of James Russell Lowell. 

Feb. 27, 1807 — Birthday of Henry Wadsworth Longfellow. 



-^eric 
^r 



PATRIOTIC AND CIVIC INSTRUCTION 89 

March 2, 1861 — Dakota Territory organized. 

March 4, 1921 — Inaugural Day. 

March 17, 1776 — British evacuation of Boston. 

March 30, 1743 — Verendrye Brothers placed a lead plate near 

Fort Pierre. 
April 6, 1917 — United States entered World War. 
April 9, 1865 — Surrender of Robert E. Lee; Appomattox Day. 
April 12, 1861 — Firing on Fort Sumpter. 
April 13, 1743 — Birthday of Thomas Jefferson. 
April — Arbor Day. Proclamation by Governor. 
April 15, 1865 — Death of Abraham Lincoln. Half Mast. 
April 19, 1775— Battle of Lexington. "Patriots' Day." 
April 19, 1898 — Congress Declared Independence of Cuba. 
April 26, 1564(?)— Birthday of William Shakespeare. 
April 26, 1820— Birthday of Alice Cary, 
April 27, 1822— Birthday of U. S. Grant, 
April 30, 1789 — Inauguration of George Washington. 
May 1, 1898— Battle of Manila Bay. 
May 4, 1780 — Birthday of James Audubon. 
May 4, 1796— Birthday of Horace Mann. 
May 8 (Second Sunday) Mothers' Day. 
May 10, 1775 — Ticonderoga Taken. 
May 10, 1775 — Second Continental Congress. 
May 14, 1804— Lewis and Clark left St. Louis. 
May 18, 1899 — Peace Day — Hague Conference. 
May 30 — Memorial Day. 

June 6, 1918 — American Marines in Action at Belleau Wood. 
June 14, 1777— National Flag Adopted. "Flag Day." 
June 17, 1775— Battle of Bunker Hill. 
July 3, 1898 — Capture of Cervera's Fleet at Santiago. 
July 3, 1863 — Union Victory at Gettysburg. 
July 4, 1776 — Declaration of Independence. 
July 4, 1863 — Vicksburg Captured. 
July 28, 1914— World War Began. Half Mast. 
August 2, 1874 — McKay Discovered Gold in Black Hills. 
August 6, 1809 — Birthday of Alfred Tennyson. 



90 



PATRIOTIC AND CIVIC INSTRUCTION 



Justification of Dates 

No date, except those significant in our own state history, 
is included that has not been recognized as a "Flag Day" in 
some other state. Three English writers — Burns, Shakes- 
peare and Tennyson — who were not Americans are honored 
for their contribution to OUR LANGUAGE. There is need of 
a loyalty to the language of America as well as a loyalty to 
its government, principles, and ideals. Other dates that may 
be questioned are: 

Sept. 28, 1839; included as an appreciation of a great 
American woman reformer. 

Nov. 29, 1832; May 4, 1780; and April 26, 1820.— These 
are included out of deference to child interests; almost every 
child learns to appreciate Miss Alcott and the Cary Sisters — 
and should appreciate Audubon. Other dates, we hope, will 
appeal to the teachers as worth while without argument. Sug- 
gestions on modifying the list of Flag Days will be gladly 
received. 




B 



HENRY WADSWORTH LONGFELLOW 



PATRIOTIC AND CIVIC INSTRUCTION 



91 



'^"^ISST ;- — issi -Muss*. 




o 



92 PATRIOTIC AND CIVIC INSTRUCTION 



THE UNITED STATES CONSTITUTION 

Since the Course of Study and final eighth grade exami- 
nation emphasize the machinery of the goverment and since a 
definite knowledge of our constitution is desirable, we must 
continue to teach the constitution. This is not such a stu- 
pendous task if a fundamental principle in teaching is ap- 
plied — the principle of drill. A class may make an excellent 
recitation on the election, qualifications, terms, salary and 
duties of the president; but this is only the beginning of the 
mastery of these facts. There still remains the need of re- 
peated drills in order that these facts be fixed in memory. 
The law of association alone will not do this. There is no 
logical connection between the age of the president and "at 
least 35 years" ; it requires drill to fix this connection. 

For this purpose, even before the various sections are 
studied, drill may begin. The following is suggested as an 
aid to this end. All that is required is to read the sentences, 
filling in words to make complete sense. The "challenge" to 
do this motivates the work. As time goes on, explanation and 
discussion will give meaning and life to these facts of govern- 
ment. The drill simply insures "time associations"; that is 
two ideas, e. g. President's age and "at least thirty-five years" 
repeatedly occuring in consciousness together tend towards a 
fixed association. If the pupils look upon the work as a kind 
of game in "difficult reading," they will master paragraph 
after paragraph until they can "read" the four pages. This 
should result in saving a great deal of time for the more im- 
portant work in practical, concrete community civics. 



PATRIOTIC AND CIVIC INSTRUCTION 93 



A STUDY OUTLINE OF THE CONSTITUTION. 

AIM or PURPOSE. To form a — -, establish , in- 
sure , provide for the , promote the , and se- 
cure . 

LEGISLATIVE POWER shall be vested in and 



REPRESENTATIVES shall be chosen for the term of 

by of . A representative must be at least 

of age, a citizen of the United States and a resident of 

the . Representatives shall be apportioned among the 

several states according to as determined by the last 

. Vacancies shall be filled by a called by the 

of the state . The House of Representatives shall have 

the sole power of and of originating bills for . 

U. S. SENATE. The senate shall be composed of 



from chosen by the for a term of , and each 

senator shall have vote. A senator must be at least 

of age, a citizen of the United States at least , and 

a resident of the . The presiding officer shall be the 

— — who shall have a vote only when the senate is - 
The senate has the sole power to try to confirm 



made by the and to ratify ; when the president is 

tried for impeachment the shall preside; conviction at 

impeachment trials requires a vote. Punishment in case 

of impeachment shall extend only to and . Sena- 
tors, representatives, presidential electors and all state and 
county elective officers are chosen on the first — — after the 
first in in numbered years. 

CONGRESS meets every year on the first in 

. Each house shall be judge of its and a majority 

of each shall constitute ; but a smaller number may 

. Each house may determine the , punish and 

on the concurrance of two-thirds may . Each house 

shall keep a — — and publish the same except ; and the 

vote by yeas and nays shall be taken whenever requested 

by of those present. Neither house shall, without the 

consent of the other adjourn for more than nor . 

Each senator and representative receives a salary of $ . 

They are privileged from except for certain crimes. No 

senator or representative can be appointed to an ex- 
pressly created for him ; nor can a United States officer serve 
as or . 



94 PATRIOTIC AND CIVIC INSTRUCTION 

WAY A BILL BECOMES A LAW. It must pass one 
; be sent to the and if passed by that house it is 



sent to the . If he signs it, it becomes ; if not, 

he sends it back to the first house with ; if this house 

passes it by a vote it is sent to the other house and if it 

also passes it by a vote, the bill becomes a law. If the 

President keeps a bill longer than days it becomes a 

unless congress . The same process holds for orders, 

joint resolutions and votes. 

POWERS OF CONGRESS. To lay and collect for 

the purpose of but all such must be thruout the 

United States ; to borrow on ; to regulate with 

among and with ; to establish uniform rules 

of and uniform laws on ; to coin regulate , 



and of foreign coins and fix the standard of ; to pro- 
vide for punishing ; to establish ; to provide for 

issuing to inventors and to authors; to constitute 

; to define and punish ; to declare , grant 

and and make rules concerning ; to raise and sup- 
port , but army appropriations are limited to years ; 

to provide and maintain a ; to make rules for the govern- 
ment of ; to provide for calling forth the of 

to execute , suppress and repel ; to provide for 

arming, disciplining and organizing the when in the 

service of the reserving to the states the right to ap- 
point ; to exercise exclusive legislation in the of 

and in all places purchased for the erection of ; to 

make all laws which may be necessary and proper for (finish 
"elastic clause") . 

PROHIBITIONS ON CONGRESS. Congress cannot sus- 
pend the of except in time of when ; it 

cannot pass a bill of or law ; it cannot levy an ; 

it cannot show preference for the over ; it cannot 

draw money from the treasury except on it cannot grant 

of ; and no United States official can accept, with- 
out the consent of congress, any — — from any . 



PROHIBTION ON STATES. A state is forbidden to en- 
ter into ; coin ; issue paper ; make anything 

except legal tender in ; pass any of ; or 

or grant of . Without the consent of con- 
gress, a state may not lay except to cover inspection 

expenses; keep or of in time of peace, enter 

into any or with another or ; engage in 

unless or . 

THE EXECUTIVE POWER is vested in ; his term 

is and, with the Vice President, is elected by who 



PATRIOTIC AND CIVIC INSTRUCTION 9 5 

will be chosen November 2, this year by . The President 

and Vice President must each be at least — — years of age, 

a citizen and a resident of the United States years. 

In case of vacancy, the shall become and if there is 

no Vice President the of shall act as President. 

The President receives a salary of $ a year. His oath is : 

(repeat it) 

POWERS OF PRESIDENT. He is commander-in-chief 

of and and of of the several states when . 

He may call for information or opinions from upon . 

He may grant for crime except . He has 

power, by and with the advice and consent of , to make 

and to appoint such officers as ; but inferior officers 

n.ay be appointed by . He fills which happen during 



DUTIES OF PRESIDENT. He must send a to 



and recommend . On extraordinary occasions, he may 

convene ; he may adjourn in case of ; he shall 

receive ; he shall take care that — and shall commission 



THE JUDICIAL POWER, shall be vested in and in 

. All United States judges shall hold office during , 

that is, for . The Supreme Court has original jurisdic- 
tion (cases must begin in it) in cases affecting and in 

those to which a shall be a party. It has appellate juris- 
diction (cases must start in a lower court) in all other 
cases. (For good list, see McGruder's American Government, 
page 195-6.) 

The trial of all crimes, except trials, shall be by 

and shall be held . 

TREASON shall consist only or in adhering to 



conviction requires the testimony of to or confes- 
sion in . The punishment of treason is determined by 

; it is usually — — . 

STATE RELATIONS. All public acts, records and judi- 
cial proceedings of any state shall be given in . The 

citizens of each state shall be entitled to . A fugitive 

from justice fleeing to another state, must be given up on 

demand of . 

NEW STATES may be by the Congress into the 

; but the boundaries of a state may not be changed with- 



out , in forming a new state. Congress provides for the 

government of the . 

A REPUBLICAN FORM OF GOVERNMENT is guar- 
anteed to ; and the United States must protect each 



96 PATRIOTIC AND CIVIC INSTRUCTION 

against and against domestic violence if requested by 



CONSTITUTION MAY BE AMENDED. An amendment 

may be proposed by vote of — — or by a convention 

called for that purpose on demand of of the ; it is 

ratified by of the or of conventions in the states 

called for the purpose of ratifying amendments. 

THE SUPREME LAW of the land consists of this , 

the laws made in and of made or which ; and 

the judges in every state shall be bound by this supreme law, 

even though the state or state be contrary to it. 

All United States officers are bound by oath to ; but no 

test shall ever be required of a . The constitution 

was ratified when states agreed to it. 

BILL OF RIGHTS. Every citizen is guaranteed religious 

; freedom of and of ; the right, peacefully, to 

and petition for ; the right to bear ; pro- 
tection against quartering soldiers in his home except in 

time of ; freedom from unreasonable and warrants 

are issued only when supported by ; freedom from ar- 
rest except on indictment of ; that he will not be sub- 
ject to punishment for the same offense; that, in crimi- 
nal cases, he need not be a witness — — ; that he shall not 
suffer death, imprisonment or loss of property except by 

; that if his private property is taken for public use, 

just must be made. 

AN ACCUSED PERSON has the right to a trial by 

an jury of the ;; to be informed of the crime of 

which he is ; to cross examine ; to force witnesses 

to attend court ; to have a lawyer. Even in civil cases, a 

person may have a jury if suing for over $ . Excessive 

shall not be nor excessive imposed, nor cruel 

and unusual inflicted. The naming of certain rights 

does not mean that a citizen has no others. Powers not given 

to the United States, nor prohibited to , are reserved to 

the or . 

AMENDMENTS XI to XIX. (11) A citizen cannot sue 
a state in a United States . 

(12) Presidential electors vote separately for and 

; and if they fail to elect, the of shall choose 

the President and the shall choose the . 

(13) The negro slaves were made . 

(14) The negroes were given the rights of . 

(15) The negroes were given the right to . 

(16) Congress was given the right to levy an tax 

without regard to any . 



PATRIOTIC AND CIVIC INSTRUCTION 9 7 

(17) United States senators are chosen by the of 

the and vacancies are filled by a called by the 

unless the legislature has given the authority to make 

appointment. 

(18) The manufacture, sale and transportation of 

within the United States for beverage purposes are . 

(19) Grants the right to vote to all persons, including 
if years of age and otherwise qualified. 



FOURTEEN THINGS EVERY AMERICAN SHOULD KNOW 

1. The area of the United States including Alaska but 
not the islands is approximately 3,625,000 square miles. The 
population is 105 million. 

2. The thirteen original states are: Mas., Conn., R. L, 
N. H., N. Y., N. J., Penn., Dela., Md., Va., N. C, S. C, Ga. All 
touch the Atlantic or its bays; and no other states do except 
the "end" states, Maine and Florida. 

3. There are 48 states and, therefore, 96 U. S. Senators. 

4. There are 435 U. S. representatives. The number of 
presidential electors is (435 plus 96) or 531. 

5. The names of the cabinet positions ; indicated by in- 
itial letters in the word "St. Wapniacl." 

6. The names, terms, and political party of the presi- 
dents: they are: W.", A., J.", M.", M.", A.", J.", V., H-T., P., 
T-F., P., B„ L.",-J, G.", H., G-A., C, H., C, Mc."-R.", T., W.". 
Federalists ruled until 1800; then Democrats until 1860; then 
Republicans until 1912; EXCEPT that J. Q. Adams was a 
"National Republican" and the administrations of W. H. Har- 
rison (one month) and Taylor and Filmore were Whig; dur- 
ing the Republican regime, Cleveland was the only exception 
— he was a Democrat. 

7. A foreigner must reside in the United States five 
years before becoming a citizen; and not less than two, nor 
more than seven, years must elapse between his "first" and 
"second" papers. 

8. The preamble to the United States constitution. 

9. The exact words of "The Star Spangled Banner" and 
"America." 

10. The American's Creed. 

11. The salute to the flag. 

12. The qualifications of a voter. 

13. The duties of a citizen; including exercising the 
right to vote, serving on a jury, paying taxes, and being 
ready to serve in the army. 



98 PATRIOTIC AND CIVIC INSTRUCTION 

14. The eighteen largest cities in the United States and 
the relative population of each. They are the following, 1920 
census : 

"THE BIGGEST FOUR" "THE BIG FOUR" 

(In the Million Class) (In the half-million class) 

New York 5,621,151 Pittsburg 588,193 

Chicago 2,701,212 Los Angeles 575,480 

Philadelphia 1,823,158 San Francisco 508,410 

Detroit 993,739 Buffalo 505,875 

"THE BIGGER FOUR" "THE FOUR" 

(In the 700,000 Class) (In the 400,000 Class) 

Cleveland 796,836 Milwaukee 457,147 

St. Louis 773,000 Washington 437,414 

Boston 747,923 Newark 415,609 

Baltimore 733,826 Cincinnati 401,158 

(In the near 400,000 Class) 
"THE MINUS FOUR" 

New Orleans 387,408 

Minneapolis 380,498 

The exact populations are given for reference only. The 
first group may be remembered as "5%, 2%, 2 and 1 Million" ; 
the second group as % of a million each; the third group as 
a half -million each; the fourth group as "400,000" each; and 
the fifth group as "nearly 400,000." 

POPULATION OF THE UNITED STATES BY STATES 

1920 

Percent Increase 
State Population since 1910 

United States 105,683,108 14.9 

Alabama 2,347,295 9.8 

Arizona 333,273 63.1 

Arkansas 1,750,995 11.2 

California 3,426,536 44.1 

Colorado 939,376 17.6 

Connecticut 1,380,585 23.8 

Delaware 223,003 10.2 

District of Columbia 437,571 32.2 

Florida 966,296 28.4 

Georgia 2,894,683 10.9 

Idaho 431,826 32.6 



PATRIOTIC AND CIVIC INSTRUCTION 99 

Illinois 6,485,098 15.0 

Indiana 2,930,544 8.5 

Iowa 2,403,630 8.0 

Kansas 1,769,257 4.6 

Kentucky 2,416,013 5.5 

Louisiana 1,797,798 8.5 

Maine 768,014 3.5 

Maryland 1,449,610 11.9 

Massachusetts 3,852,356 14.4 

Michigan 3,667,222 30.5 

Minnesota 2,386,371 15.0 

Mississippi 1,789,384 -0.4 

Missouri 3,403,547 3.3 

Montana 547,593 45.6 

Nebraska 1,295,502 8.7 

Nevada 77,407 -5.5 

New Hampshire 443,083 2.9 

New Jersey 3,155,374 24.4 

New Mexico 360,247 10.1 

New York 10,384,144 13.9 

North Carolina 2,556,486 15.9 

North Dakota 645,730 11.9 

Ohio 5,759,368 20.8 

Oklahoma 2,027,564 22.4 

Oregon 783,389 16.4 

Pennsylvania 8,720,159 13.8 

Rhode Island 604,397 11.4 

South Carolina 1,683,662 11.1 

South Dakota 635,839 8.9 

Tennessee 2,337,459 7.0 

Texas 4,661,027 19.6 

Utah 449,446 20.4 

Vermont 352,421 -1.0 

Virginia 2,306,361 11.9 

Washington 1,356,316 18.8 

West Virginia 1,463,610 19.9 

Wisconsin 2,631,839 12.8 

Wyoming 194,402 33.2 

(The figures for 1920 are subject to correction). 

A minus sign (-) denotes decrease. 



100 PATRIOTIC AND CIVIC INSTRUCTION 

VITALIZING THE WORK IN CIVICS 



A MOCK CABINET MEETING 

It was found that the study of textbooks in agriculture 
did not interest children and the results were very disappoint- 
ing. For many years teachers undertook to teach music by 
teaching symbols; now we use the phonograph. Science in 
the high school is now largely taught in the laboratory rather 
than from textbooks. In these subjects we are trying to 
teach "real things" and to use the activity of the pupils as a 
means of instruction. 

It is generally conceded that textbook instruction in 
civics is disappointing. The recitations are often dull and list- 
less; the knowledge acquired is soon forgotten; and it does 
not seem to result in a great admiration and love for Ameri- 
can institutions and an impelling desire to help in developing 
a better town, county, state and nation. 

The success attained by teaching "real things" in agri- 
culture, music, and science suggests that the same method 
may help in civics. Of course we cannot always utilize this 
method because the "real things" are too far away. We 
can use it in teaching local government, elections, taxation, 
protective and beneficial functions of government and local 
good citizenship. Even in the case of the nation and the 
state, we may help by dramatization, and by having pupils 
impersonate national or state officials. The civics class may 
be divided into two "Houses" and enact make-believe laws. 
A school "Supreme Court" may accept or reject cases that 
members of the class try to bring before it. The teacher and 
ten pupils may hold a "Cabinet Meeting" at which almost 
every phase of the national government activities may be dis- 
cussed. To illustrate this "dramatization" or "simulation" 
method the organization and work of a make-believe cabinet 
follows : 

MOCK CABINET MEETING 

The teacher will impersonate the president, and ten 
pupils the members of the cabinet. If the class is larger, 
other members may act as assistants to the secretaries and 
aid them in collecting material. Each secretary should copy 
the suggestions given below for his department and should 
try to interview several adults who may be familiar with the 
work of his department. While a few statements may be 
made about the general work, the work of the department 
that affects, or has affected, the people in the home town, 
should be especially emphasized. Every "cabinet member" 
should know his name, salary, and the principal bureaus in 



PATRIOTIC AND CIVIC INSTRUCTION 101 

his department. The references are: Magruder's American 
Government, (M. A. G.) published by Allyn and Bacon; 
Hughes Community Civics, (H. H. C.) published by Allyn and 
Bacon; and the U. S. Students Text (U. S. T.). 

Preparation for the "cabinet meeting" should begin at 
least one week before it is held. By limiting each cabinet 
member to a two minutes talk, the session may be finished 
during a regular recitation period; a second or even a third 
session may be held if desired. Ultimately, if the work is en- 
thusiastically taken up, a semi-public "cabinet meeting" may 
be held. 

SESSION OF THE CABINET 

Cabinet members should take their positions, the Secre- 
tary of State on the President's right and the others in the 
order of the Presidential Succession Act, i. e. in the 
order of initial letters in the word "St. Wapniacl" — State, 
Treasury, War, Attorney-General, etc. This is, too, the order 
in which the departments were organized except that the 
first four were organized at the same time at the first session 
of Congress. Of course the Cabinet will remain standing 
until the President is ready to be seated. 

The topic for discussion should be "Which cabinet offi- 
cial is most important to the people of our town i. e. with 
which do the local people come in closest touch?" The meet- 
ing should be as informal as possible; cabinet members need 
not rise to speak; interruptions and questions, (if reasonable 
and pertinent) are in order at any time. If possible, the 
simple law of courtesy should govern and members need not 
"raise their hands" to obtain permission to speak. 

Each cabinet member, in order to win, must not only 
stress the value of his department but also point out the 
weakness of others. Wide awake questions, and pertinent 
statements about the shortcomings of a department are what 
will really enliven the work. Thus the Secretary of State 
may claim that there is nothing to the argument as the State 
Department is recognized as the most important; but the 
question is on the importance of cabinet positions as affect- 
ing our local people — not the government at Washington. The 
Secretary of the Treasury may be asked why he does not see 
that liberty bonds are worth 100 cents on the dollar. A few 
other examples of interruptions are: 

"Why don't you pay the postoffice force fair wages?" 
Why did you (Baker) spend over a billion dollars on war aero- 
planes and then hardly furnish any for service?" Admiral 
Sims doesn't think very much of your (Daniel's) work, does 
he?" "Didn't you (Palmer) arrest people without a warrant 
even after the war?" "Why do you (Burleson) pay only 2% 



102 PATRIOTIC AND CIVIC INSTRUCTION 

on postal saving deposits?" "Why do you spend so much 
money on seeds which congressmen send free to their 
friends?" "Why should an American lady lose her citizen- 
ship when she marries a foreigner?" "Why does it take 
your department three or four years to complete a census 
report ?" 

Secretary of State 

Reference M. A. G. 127-134; H. C. C. 187; U. S. T. 57-58. 

Tell of your work in connection with foreign govern- 
ments; how the consuls look after our trade interests and 
the rights of our citizens in foreign lands; how the embassy 
serves as a haven in time of war and danger; how you look 
after our citizens in such countries as China, Turkey and 
Borneo. 

Tell how you issue all of the president's proclamations 
and grant all passports. See any war relief worker who has 
been in France about passports and ask businessmen how the 
American consuls help our trade. 

Tell of the extremely important papers entrusted to your 
care. Tell of your place in cabinet meetings and what would 
happen in case of vacancy in office of both President and 
Vice-president. Emphasize the fact that you have the cus- 
tody of the Great Seal of the United States and its use on 
important documents. 

Treasury Department 

References M. A. G. 136-147; H. C. C. 188; U. S. T. 59-63. 

Tell of need of money in running the government; how 
Hamilton helped this nation. Show that your department 
gets the money not only to run the government but also to 
carry on war and build all public buildings. Tell of the work 
in collecting duties, internal revenue taxes, etc. ; coining 
money ; paper currency ; Federal reserve and farm loan banks. 
Interview bankers and find out how these special banks help 
the people. 

Tell how you helped in the war by selling bonds and 
stamps and how even children were interested. Remember 
your department has charge of the public health service, the 
life-saving stations and the construction of all public build- 
ings. Tell of your bureau of engraving and printing which 
issues all paper money, bonds, and postage stamps. 

War Department. 

References M. A. G. 150-156; H. C. C. 189-191; U. S. T. 63. 

Tell of any one you know who is attending the West 

Point military academy. Relate how many of the young men 



PATRIOTIC AND CIVIC INSTRUCTION 103 

in the community were in your department in 1917-18; how 
your department more than others won the war. Tell how 
the people showed their interest in your department when the 
soldiers returned; how July 4 and Memorial Day are desig- 
nated to honor men of your department. Do not give much 
time to your bureaus — they are too technical. Tell of your 
work in peace times. 

Secretary of the Navy. 

References: M. A. G. 156-8; H. C. C. 191-3; U. S. T. 72. 

Tell about the naval academy at Anapolis. Is there a 
battle ship called South Dakota? Tell about any men you 
know who are or were in your department. Tell of the im- 
portant part you had in the war and what might have hap- 
pened if the navy did not protect the transports — try to 
show that your department won the war. Tell of your de- 
partment's work in peace times and what is meant by our 
"first line defense." 

Attorney General. 

References: M. A. G. 159-60; H. C. C. 194; U. S. T. 64. 

State how you give advice to all the cabinet members 
and even the President himself on legal matters. Tell how 
you appear in all important cases as the attorney for the 
United States; how your department watched out for disloy- 
alty and treason at home during the war ; and how it is really 
up to your department to see that the laws are enforced. Tell 
how you prosecute people who: sell liquor to Indians; send 
fraudulent matter through the mails; interfere with inter- 
state commerce; or violate any United States law. For this 
purpose there are nine circuit courts and over fifty district 
courts. Tell about the Federal prisons and where they are. 
Try to interview a man who has served on a Federal jury. 

Postmaster General. 

References : M. A. G. 160-3 ; H. C. C. 194-6 ; U. S. T. 65-72. 

Be sure to read the U. S. text; it has more about your 
department than any other. Interview your postmaster and 
find out all you can about city and rural free delivery, parcel 
post and rates charged, registered mail, special delivery, and 
postal savings. Tell of the number of postoffices and how 
nearly everyone is interested in your work every day. Tell 
how you help education by bringing magazines, papers, and 
even bulletins issued by other cabinet members to the very 
door of nearly everyone. Tell how you help both farmers and 
city people by bringing fresh products cheaply to the con- 



104 PATRIOTIC AND CIVIC INSTRUCTION 

sumer. Tell of the railroad mail service — if possible inter- 
view a railroad mail clerk. Tell about bringing the weather 
reports to millions of people. Show how your department 
helped win the war by bringing letters from home to the 
soldiers thus keeping up their spirit. Tell of your money 
order business and of the foreign mail service; tell of the 
dead letter office. 

Secretary of the Interior. 

References: M. A. G. 167-171; H. C. C, 196-8; U. S. T. 

74-77. 

You have many bureaus of great interest to local people. 
Possibly you know some old soldiers or their families who re- 
ceive pensions from your pension office. Practically every 
machine, implement and manufactured article of any kind is 
stamped "Pat'd" which means your patent office issued a pat- 
ent to its inventor. Your land office has sold nearly all the 
public lands of the nation. The bureau of education helps the 
schools in many ways. Your reclamation service has irri- 
gated over 1,500,000 acres of land making 30,000 new farms. 
The bureau of mines helps many miners ; the geologic survey 
bureau helps in locating minerals and oil. 

Secretary of Agriculture. 

References: M. A. G. 171-173; H. C. C. 198-200; U. 

S. T. 77-86. 

Read especially the U. S. Text which gives your depart- 
ment ten pages. Tell about the weather bureau and how it 
helps farmers, fruit growers, sheep and cattle men, sailors, 
coal and ice dealers, and manufacturers of lime, cement and 
brick. Tell how the bureau of animal industry inspects meats 
and prevents spread of diseases among cattle ; how the bureau 
of plant industry improves plants and introduces new ones, 
durum wheat is an example. It found the cause and remedy 
of cedar rust ; how did this affect the price of apples ? Tell of 
the very important work of the forestry service. Tell how the 
bureau of chemistry helps to give us pure foods and how Dr. 
Wiley's "poison squad" ate poisons to study the effect — for 
our protection. Read an excellent article by Sec. Meredith in 
the April-May, 1920, Forum. Tell how the bureau of soils 
helps the farmer and how your entomology bureau tries to 
cut down the loss caused by insects — over a billion dollars a 
year. Tell how your biological survey bureau helps to get rid 
of these insects by protecting birds. Your department is also 
helping in the better roads movement. 



PATRIOTIC AND CIVIC INSTRUCTION 105 

Secretary of Commerce. 

References: M. A. G. 173; H. C. C. 200; U. S. T. 86-91. 

Tell how someone working in your census bureau called 
at every home in the United States last May; how important 
the census is ; how U. S. representatives and members of both 
houses of the state legislature are apportioned after a census 
is taken. Tell how you collect and distribute information 
about foreign markets. What does the bureau of standards 
do ? Tell of your fisheries bureau. Show how important your 
light house service is to navigation. Tell of the wonderful 
machine in the geodetic survey which fortells tides. Show 
that your inspection of steamboats is very important. 
Secretary of Labor. 

References: M. A. G. 174-176; H. C. C. 200-201; U. S. 
T. 91-92. 

Try to prove your department is most concerned with 
the common people — the laborers. Tell how you often pre- 
vent the suffering and danger incident to strikes; how your 
immigration bureau helps the immigrants. Tell of the chil- 
drens' Bureau — the only bureau with a lady at its head. Tell 
of the naturalization bureau's important work and of the 
need for evening Americanization schools. 

ELECTION DAY 

As a teaching exercise, the celebration of election day 
may be of far greater value than a week's work in text book 
civics. We are learning to teach "real things" in agriculture; 
why not teach "real things" in civics as well — real ballots, 
real amendments, real initiated laws, real candidates, real 
platforms, real Australian method of voting, real election re- 
turns and real decisions of the American people acting as the 
supreme rulers in American government: There may have 
been some excuse for ignoring elections when only half the 
pupils were prospective voters; now the girls will be as in- 
terested as the boys in an election day program. 

Too often patriotism is thought of as pertaining only to 
war times, great celebrations, and monster parades. We need 
to impress on the minds of children that it is an every day 
characteristic which may be exemplified on the farm, in the 
factory, in the store and in school. We need to "get over" the 
idea somehow that America not only may call for soldiers, 
Red Cross ladies, thrift clubs and the saving of food once in 
a generation or two but that it calls for voters every two 
years, taxpayers, every year, jury-men occasionally and may 
call for candidates for office. What is the use in talking self- 
determination for the Czecho-Slovaks while thousands of men 



106 PATRIOTIC AND CIVIC INSTRUCTION 

and women in South Dakota have no part in our government 
because they are not interested enough to vote ? "Make demo- 
cracy safe for the world" is a more practical slogan now than 
the converse. The "light vote" so often recorded after elec- 
tions, and particularly after primaries, is an unanswerable 
argument in favor of celebrating election day. "That which 
you would have adopted by the nation you must first put into 
the schools." No better use can be made of election day than 
devoting a part of it at least to teaching the inestimable privi- 
lege, duty and responsibility involved in the ballot. If neglect 
to vote without very good reason, illegal voting, buying or 
selling votes and voting for purely selfish and unworthy ends 
were impressed on our pupils as political sins against Amer- 
ica, a kind of political treason, an act of ungratefulness to and 
desecration of our dead heroes, it might be more effective 
than all the Corrupt Practice Acts on the statutes. The place 
to teach these things is the schoolroom and a most appro- 
priate time is election day. 

Every school should be provided with at least one sample 
of each ballot to be voted on election day and some time 
should be taken to study these ballots. Definite instruction 
should be given on how to mark ballots, procedure at the polls, 
and the necessity of being registered. The qualifications of a 
voter should be emphasized. Pupils should be interested in 
the election returns and be ready to report on them next day. 

The flag should be floating on the school grounds on 
election day and the ceremony of raising and lowering the 
flag made especially impressive that day. A program suitable 
to the day should be presented. A good recital of "The Poor 
Voter on Election Day." "A Prayer of the Nation," "The 
Young Athenian's Oath," "Life's Mirror," "The Flag Speaks", 
etc., cannot but arouse feelings of responsibility and duty. 
"God Save Our President" and the song "The U. S. A. For- 
ever" are appropriate. Care should be taken by the teacher 
not to show political bias. She is entitled to her political 
views as an individual; not as a teacher. She has a right, 
and a solemn duty, to vote if qualified. Even though Election 
Day is not a legal school holiday, Section 7274 of the Revised 
Code provides that "any person entitled to vote — shall be en- 
titled to absent himself from any service or employment — for 
a period of two hours" and no penalty shall be inflicted and 
no deduction made for such absence. 

MOCK ELECTION 

In addition to the exercises suggested a "mock election" 
for pupils above the fourth grade might be held. The teacher 
may act as county auditor and appoint the three judges of 



PATRIOTIC AND CIVIC INSTRUCTION 107 

election who will meet and appoint two election clerks. The 
judges must also designate two of their own number as 
"ballot clerks'' who will on election day, stamp the words 
"Official Ballot" on each ballot, sign their initials on same 
and hand ballot to voter. The teacher should also appoint a 
"sheriff" who may select several deputies; the "sheriff" and 
his deputies must provide ballot boxes, ballots, poll books, 
tally sheets, and "blank lists" for making unofficial returns. 
Judges should be appointed at least fifteen days before the 
election (in real elections by the county commissioners) and 
the election supplies must be delivered the Saturday before 
election. 

It is an easy matter to get election supplies. A dry goods 
box with a detached cover containing a slit about one-half 
inch by 5 inches will serve for a ballot box. After inspection 
of the box, on opening the polls, the cover should be securely 
fastened on the box. The children can all help collect 
"ballots"; for every voter in the district has been sent a 
sample ballot and besides sample ballots are run in the official 
county newspapers in two issues before election. Desks will 
serve as booths providing the law is observed that no person 
except an election officer shall go within six feet of a "booth" 
except to mark his ballot. The pupils may make "Poll Books" 
in which the voters' names shall be recorded — and numbered. 
Tally sheets can be made by pasting a single column of can- 
didates' names on a sheet of legal cap paper. 

PROBLEMS WHICH MAY DEVELOP 

Interesting problems are sure to develop long before 
election day which will necessitate calling upon the parents 
for help. How can a child vote who will not be at school on 
election day? What if a "legal voter" is not registered? May 
a person unable to mark his ballot have assistance; if so who 
assists him ? Is it true of a person with no physical disability 
but who cannot read English? Can a person solicit votes for 
a candidate in or near the polling place; how near? Suppose 
there are more ballots cast than there are names on the poll 
list, what shall be done? Suppose two ballots are folded to- 
gether what is to be done with them? Does a vote count if 
the (X) is placed on the right of the candidate's name? Sup- 
pose an (X) is made at the top of the democratic party 
column and also in the circle at the left of the name of 
Peter Norbeck, how is the ballot to be counted? Suppose a 
voter places an (X) at the head of the republican column and 
an (X) in the circle at the left of the name of one candidate 
for railroad commissioner does his vote count for each of 
three candidates for railroad commissioner? Are the poll 



108 PATRIOTIC AND CIVIC INSTRUCTION 

books and tally sheets put in the ballot box after the votes 
are counted and recorded? Must "spoiled" ballots be returned 
to the county auditor? Must the ballots be counted before 
opening them up? 

METHOD OF CONDUCTING AN ELECTION 

The ballot boxes, poll books, tally sheets, ballots and 
sample ballots have been delivered by the sheriff (or deputy) 
to one of the judges designated as "superintendent of elec- 
tion." He sees that these and also the partitions for the 
booths and stamping outfits or pencils are at the polling place. 
A few minutes before 8:00 A. M. the judges are "sworn in" 
(by each other) each taking the following oath. 

"I (name) solemnly swear (or affirm) that I will per- 
form the duties of judge of election according to law and the 
best of my ability and that I will studiously endeavor to pre- 
vent fraud, deceit, and abuse in conducting the election about 
to be held." The clerks take a similar oath. The judges 
select two of their number to act as ballot clerks." All take 
their places at a table and one judge (usually the superin- 
tendent of elections) rises and repeats in a loud voice: "Hear 
ye, hear ye the polls of this election are now open." 

The clerks of election take the poll bocks (simply blank 
books) and number the line from 1 to 100 or more. The 
superintendent of elections takes each ballot box, opens it, 
and in plain view of all in the room, shows that each box is 
empty. He then closes the box and locks it and the officials 
are ready for the voting. 

There is a railing shutting off the part of the room in 
which the voting takes place. No one except the officials and 
the persons receiving ballots, marking them and voting are 
allowed inside the railing: "Challengers" for each political 
party are allowed just outside the railing where they may 
observe all that is going on except the marking of ballots. 

As a voter enters through the opening in the railing, one 
of the judges stamps an official (white) ballot, signs his in- 
itials underneath the stamp and folds the ballot. The voter 
gives his name to the judge who ascertains whether or not it 
is on the registered list. If so, the judge hands him the 
stamped official ballot and the voter retires to one of the 
booths and marks his ballot. He may mark an (X) in a circle 
over the head of the ticket he desires to vote, and if he de- 
sires to vote for any other candidate on the ballot, he must 
mark an (X) in the circle at the left of the candidate's name 
for whom he desires to vote ; or in case a voter does not wish 
to vote a party ticket he need not mark an (X) in the circle 
at the head of the ticket, but may mark an (X) in the circle 



PATRIOTIC AND CIVIC INSTRUCTION 109 

at the left of the name of each candidate for whom he may 
desire to vote. 

A voter is not permitted to remain in a booth more than 
five minutes, nor to remain inside the election precinct railing 
more than ten minutes. Having marked his ballots, he folds 
each separately goes back to the table and hands his ballots 
to one of the judges, again giving his name. The judge calls 
his name distinctly as he drops the ballot into the box; the 
two clerks write the voter's name in the poll books, and the 
voter at once retires outside the railing. 

If a voter is not registered or is "challenged" he may 
"swear in" his vote by taking the following oath. 

"You do solemnly swear (or affirm) that you are twenty- 
one years of age; that you are a citizen of the United States 
or have become a naturalized citizen conformably to the laws 
of the United States upon the subject of naturalization; that 
you have resided in the United States five years, in this state 
one year, in this county ninety days and thirty days in this 
precinct next preceding this election, and that you have not 
voted at this election." 

If a voter spoils a ballot he may get another, but not 
more than three ballots shall be given to any voter. All 
spoiled ballots must be so marked and returned with all un- 
used ballots to the county auditor. 

A person who is unable to mark his ballot because of 
blindness or physical disability may receive the assistance of 
two of the judges — one for each political party; but he must 
swear that he is unable to mark his ballot. 

A half hour before the time for closing the polls, (5:00 
P. M.) the superintendent of election stands and makes this 
announcement: "Hear ye, hear ye the polls of this election 
will be closed in thirty minutes." Promptly at 5:00 P. M. he 
announces that the polls are closed: "Hear year, hear ye the 
polls of this election are closed." 

The poll books are now compared and any mistake cor- 
rected so that they are in agreement. The ballots are count- 
ed (without unfolding except as necessary to insure each is a 
single ballot). If two ballots are folded together, both are 
canceled, and not counted. If there should be one ballot in 
the ballot box more than names on the poll list a ballot is 
drawn from the pile by lot and not counted. 

The election officials then "sort" the ballots into piles — 
"straight republican," "straight democrafaic," "split republi- 
can," etc. The "straight tickets are usually counted first and 
the total number is written after the name of each candidate 
on the party ticket. The "split" ballots are then read off — 



110 PATRIOTIC AND CIVIC INSTRUCTION 

a very tedious process — thus, "Smith one ; Jones, one, Brown, 
one", etc. The clerks write a stroke 1 after the name on the 
tally sheet as called; but every fifth stroke is made horizon- 
tally. When all ballots are counted they are returned to the 
ballot boxes. The ballot boxes are then locked and sealed. 

When all ballots are counted the votes for each candidate 
are added and the total written on the tally sheet. The clerks 
must then copy the name, office and total vote of each candi- 
date in the poll book. (This is done, except the total vote, 
during the day whenever the clerks have time). They must 
also write the total votes for each candidate in the "blank 
lists" which constitute the "unofficial returns." The "unoffi- 
cial returns" are sent to the county auditor and opened by 
him at once. 

The poll books and tally sheets, properly signed and 
sworn to, constitute the "official returns." These are placed 
in a large strong envelope with the keys to the ballot box, 
sealed, and the name of each judge is written on the seal. 

These sealed envelopes and ballot boxes and the "un- 
official returns" must be taken in person by one of the judges 
to the county seat and delivered to the county auditor. He 
may inspect and publish the "unofficial returns"; but the 
seals to the official returns and to the ballot boxes shall not 
be broken until the canvassing board meets (within 15 days) 
to canvass the returns. This board consists of the county 
auditor and a majority of the county commissioners; or the 
auditor, one commissioner, county treasurer and county judge; 
but no candidate for office may serve on the board. 

The "official returns" are opened in the presence of the 
board. The auditor takes charge of the keys to the ballot 
boxes. The ballot boxes are placed in charge of the clerk of 
courts unopened and kept by him unopened until the next 
election unless the canvassing board decides on a "re-count" 
in which case the boxes are opened and the ballots carefully 
re-counted by the board. 



PATRIOTIC AND CIVIC INSTRUCTION 111 

LIBERTY AND LAW 

Rev. Mr. Hughes in "The Teaching of Citizenship" has 
an interesting chapter on Liberty. He shows that it does not 
mean the right to do as one pleases ; and that liberty without 
law is un-American. He says we continually hear about lib- 
erty in connection with the Revolution and the beginning of 
our government, and very little about law. However, the 
word "liberty" occurs only once in the Declaration of Inde- 
pendence and once in the Constitution; while the word "law" 
occurs eight times in the Declaration of Independence and 
twenty-two times in the Constitution. 

We hear a great deal about privileges and rights of citi- 
zens ; but not nearly so much about duties and responsibilities. 
Surely the Builders of the Republic — sober minded, earnest, 
self-sacrificing men like Washington, Franklin and Hamilton 
did not mean we could ignore duties and responsibilities. 
They did not have "any wild-eyed" figure of liberty in mind. 

It may be that our continual talk about liberty, rights 
and privileges ignoring law, duties and responsibilities, has 
had a bad effect. Perhaps the idea that America means "do 
as you please" is responsible for our disgraceful record of 
lynchings. Surely no one who thinks twenty-two times as 
often of law as he does of liberty would take part in a lynch- 
ing. 

Rev. Hughes tells this story to illustrate the true mean- 
ing of liberty. In a crowded street a man was swinging his 
arms around violently. He struck the nose of a passer-by 
with his hand. The passer-by protested vigorously but re- 
ceived the reply "This is a free country." "Yes," answer the 
injured man, "but your liberty ends where my nose begins." 

When the writer was attending Normal he was assigned 
to do practice work in the fifth grade. One day while the 
children were studying, music was heard outside and some 
one said in a loud whisper, "The circus parade is going by." 
Instantly books were thrown away and forty children made 
for the windows. Not knowing what to do and afraid the 
supervisor might scold, I very foolishly ordered the children 
to take their seats. Only one pupil obeyed; they saw the 
circus go by and then quietly resumed work. I asked the one 
boy why he had taken his seat. He looked at me rather re- 
sentfully and said, "You are the teacher and you told me to do 
so. I do not think you had a right to order us to our seats; 
but you did and that made it law and I had to obey." What a 
splendid conception of law this boy had when he felt bound 
to obey it even when he felt the order was unjust. How many 
grown-up people fail to have such a conception of law ! 



112 PATRIOTIC AND CIVIC INSTRUCTION 

America rightly boasts of its freedom of speech and of 
the press. It is entirely right to criticize that which we 
think is wrong, but too often criticism of our public officials 
is unfair, partisan, malicious and venomous. 

Many of our presidents have made mistakes but none of 
them has been dishonest, morally corrupt, or unfaithful to 
the nation. It is hardly possible that we shall ever have a 
president, the choice of 105,000,000 people, who will be cor- 
rupt, dishonest, or a traitor to America. We may learn a 
valuable lesson from the bitter things said about some of our 
best loved presidents. 

Washington was called "The Stepfather of His Country." 
His enemies said he was avaricious, ambitious, traitorous, 
treacherous, hypocritical, dishonest, arbitrary, and ostenta- 
tious. They said he was like Caeser and Cromwell. (See 
Outlook Aug. 19, 1911.) 

Lincoln was more severely criticised than any other 
President. He was called a usurper, "the slave-hound of Illi- 
nois," and "a cancer in the body politic." He was accused of 
being disloyal; of bribery, treason, burglary, forgery, perjury, 
etc. He was compared to Nero at the burning of Rome — a 
heartless man who joked while the people suffered. (See 
Outlook Aug. 19, 1911.) 

It is entirely possible that the many mean, unfair things 
said about Lincoln influenced Booth, his assassin. Perhaps 
Booth believed what he said after shooting Lincoln — "Sic 
semper tyranis" or "So perish all tyrants." We all know 
William Henry Harrison's death was hastened by the army of 
office-seekers who continually pestered him. Czolgotz un- 
doubtedly was influenced by the many malicious things said 
about and caricatures made of President McKinley when he 
shot the President at Buffalo. Some of us can remember 
the harsh criticisms of Theodore Roosevelt. 

Now we often hear severe criticism of the Supreme 
court and of the Senate. Bitter criticism is often made of 
cabinet officers. Of course if the criticism is fair and made 
to improve conditions, it is all right; but it is well to re- 
member that our very greatest men have been maligned. It 
is well to remember that, with all its faults, we have the best 
government on earth; for we can get rid of an inefficient or 
untrustworthy officer whenever we, the people, decide to get 
rid of him. Political writers and speakers should learn this 
stanza and act on it. 

"Boys flying kites haul in their white winged birds ; 
You can't do that when you're flying words. 

Thoughts unexpressed may sometimes fall back dead; 
But God himself can't kill them when they're said." 

—Will Carleton. 



PATRIOTIC AND CIVIC INSTRUCTION 113 

YOUNG CITIZENS' LEAGUE 

Minnesota has an organization called "The Little Citi- 
zens' League." Suggestions for the organization of such a 
club will be sent on request. Some of the lines of endeavor of 
this organization are given here with the thought that, even 
without the formal organization, this work can be conscious- 
ly carried on — indeed must be carried on if civics is to mean 
better citizenship. (We believe "Young" is more acceptable 
to boys of 12 to 16 years than "Little.") 

Safety First. 

Carelessness causes a loss of $300,000,000, in the United 
States each year; 5,000 people are killed each year in railroad 
accidents. "In New York one person is killed every fourteen 
hours and one person injured every 23 minutes in street acci- 
dents." In 20 years over 200,000 people were killed or in- 
jured because of trespassing on railroads." 

In 1918 the fire loss in the United States amounted to 
$337,000,000 or nearly $900,000 a day. On an average every 
day of the year there are 9 schools, 7 hotels, 4 hospitals and 
1600 dwellings destroyed by fire. In South Dakota for the 
year ending June 30, 1919 the fire loss was $747,165.81 and 
33 people lost their lives in fires. In the same year 35 people 
were killed in automobile accidents, 22 were drowned, 22 
killed in railroad accidents and 13 by firearms. Surely there 
is need for "Safety First" in our course of instruction. The 
topics suggested should not be taken up as "work" nor pre- 
sented in a "goody-goody" talk to children. They should be 
induced to collect facts for themselves, form their own con- 
clusions, and decide for themselves what they are going to do 
about it. A class may discover that more people are killed 
in automobile accidents in South Dakota each year than from 
any other cause ; that the average speed of the splendid trains 
"Olympian" and "Columbian," is only about 30 miles an hour 
even though driven by trained engineers grown old in the 
service, on level road beds fitted with steel track; that the 
speed limit for automobiles is 30 miles in this state. This 
class on collecting data regarding dozens of automobile acci- 
dents will form its own judgment regarding auto-driving. 
They will have no use for the half-mad speed fiend who is 
willing to risk the lives of those nearest and dearest to him 
just to gratify a mean, selfish whim.. They may decide 
themselves that it doesn't pay to run in front of automobiles, 
street cars, trains or even teams, after reading a dozen or 
more reports on children killed in this way. It will be easy 
for thern to become earnest supporters of the "dimmer law," 
"the 15 mile limit city ordinance" and rules for meeting and 
passing automobiles. 



114 PATRIOTIC AND CIVIC INSTRUCTION 

If a class knows that the famous 20th Century Limited 
train which did run from Chicago to New York in 18 hours 
now takes 20 hours or more because the Railroad Company 
believes in Safety First, it will condemn the autoist who 
drives recklessly over a dirt road, with many turns and on 
which he has no more "right-of-way" than hundreds of other 
drivers. Boys and girls should learn to look upon the speed 
fiend as they look upon any other law-breaker and to con- 
sider the careless placing of glass, stones, or other obstruc- 
tions in the way of automobiles as unpatriotic. The boy who 
"takes a chance" with passing automobiles, "hitches on" to 
moving vehicles, jumps on or off moving street cars, trains, 
or automobiles, or otherwise runs risks of accident may be 
jeered instead of cheered by a class having had a course in 
Safety First. 

The principal accidents which happen to children are 
due to these causes : Hitching on to backs of wagons, sleighs, 
automobiles and street cars; roller skating on streets and 
roads; push-mobiles on streets; daring each other to run in 
front of vehicles; street fights; bonfires; riding bicycles on 
congested streets; playing on fire-escapes and roofs; climbing 
poles on which there are "live wires" and carelessness with 
farm machinery. 

A few rules the children may deduce are: 

1. Never jump on to a moving vehicle. 

2. Never ride a bicycle on the left side of the street nor 
in front of automobiles. 

3. Never steal rides; you may jump or fall off in front 
of another vehicle. 

4. Never cross streets except at crossings. If caught in 
the middle of a street with automobiles coming both ways, 
stand still. 

5. Never play games in the street; look before chasing 
your ball across the street. 

6. In driving an automobile, do not violate the state 
law nor city ordinance. Turn only at street crossings and 
after giving signal with your left hand. Pass automobiles on 
the left; on meeting them, turn to the right. See that head 
and rear lights are burning at night. Do not drive with a 
defective brake. Do not take your eyes from the road while 
driving. Do not talk while driving; at least not much; we 
must not talk to a street car conductor traveling at only 10 
or 15 miles an hour. Look both ways at railroad crossings. 
Sound tocsin at road crossings. Slow up in passing school 
houses. Dim strong lights on approaching an automobile; 
Watch out in passing hogs ; they almost always run the wrong 
way. 



PATRIOTIC AND CIVIC INSTRUCTION 115 

Thoughts On Fire Prevention 

"When you light a match you start a fire ; be sure to put 
it out." Use safety matches and keep even them where 
small children cannot get them. Do not fill lamps at night. 
Do not make bonfires except when older people are present. 
Remember oily rags, paper, rubbish, paint, etc., may cause 
"spontaneous combustion." Never hang draperies, decora- 
tions, or flags near gas jets or other lights. Do not use 
kerosene in starting a fire; especially after the fire has start- 
ed. In helping a person whose clothing is on fire, wrap a 
rug, coat or blanket around him and roll him on the floor or 
ground. "In case your clothes are on fire, don't run ; roll, roll, 
roll." If caught in a burning building stop and think ; do 
not crowd. If smoke is suffocating, crawl on your hands and 
knees. Notice where fire escapes are in large buildings. 
Complain to the State Fire Marshal if you find doors opening 
inward in public buildings where large crowds congregate. 

First Aid 

When accidents do occur it is well to know what to do; 
this is First Aid. It teaches us that even slight wounds may 
cause blood-poisoning, if neglected. It is easy to collect news- 
paper clippings proving this statement. Children will have 
more faith in tincture of iodine for cuts and small wounds, 
including July 4 gun-powder wounds, if they know every sol- 
dier carried it in his "comfort kit." It is easy to collect items 
telling about people who have been burned, scalded or bruised ; 
pupils may have seen people faint and people who were suf- 
fering from "something in the eye," stings or bites of in- 
sects, or electric shocks; indeed some of the children may 
have experienced some of these minor accidents. It may be 
well to "pretend" that one pupil has something in his eye, 
another a burn, another just rescued from drowning, etc.; 
the children will be much interested in helping the "patient." 
They must realize, however, that if it is taken as a "joke", 
the dramatization fails. This is not to discourage laughing 
in class — we should have more of it; but an accident is not a 
laughing matter and the simulation must be considered real 
if successful. 

Health and Happiness Club, or Modern Crusaders 

This should be a phase of the "Young Citizens League." 
The members agree to do certain specific things. They agree 
(1) To wash their hands before eating. (2) To wash hands, 
face, and neck and clean their teeth and finger nails each day. 
(3) To keep fingers, pencils, etc., which may have disease 
germs on them out of the mouth. (4) To drink a glass of 



116 PATRIOTIC AND CIVIC INSTRUCTION 

water before each meal and before going to bed and to drink 
no tea or coffee. (5) To take ten deep breaths of fresh air 
each day, play out-doors and sleep with an open window. (6) 
To sit and stand straight to eat slowly and to attend regu- 
larly to bodily needs. (7) To be cheerful and helpful to 
others. 

Children who belong to a Health and Happiness Club may 
easily become allies of the State Health Department. They 
will understand the wisdom of the rule for indvidual towels, 
individual drinking cups or bubbling fountains, quarantine, 
pure water, keeping pupils from infected homes out of school, 
and sanitary toilets. They will see the benefits of the hot 
noonday lunch, adjustable desks, play apparatus, sweeping 
compound, scrubbing the school house floor, and dustless 
crayon and erasers ; and when the children demand these 
things in school the board is apt to get them. 

Swat the Fly and Mosquito 

A study of the fly will result in some startling know- 
ledge. This miscreant is the cause of thousands of deaths 
each year. A single fly may produce a million during the 
year. Its eggs take eight days to hatch and will not hatch 
except when surrounded with filth — usually horse manure. 
A fly cannot fly more than half a mile; and as our farm 
houses are usually that far apart, this means nearly every 
farmer in South Dakota ''raises" his own flies. A single fly 
may carry over 300,000 disease microbes. He is born in filth, 
lives in filth, eats filth, and is so made as to carry an enor- 
mous amount of filth. Straight from the dirtiest place on 
the farm or city lot, he flies into the house and perhaps takes 
a drink from an open water pail or a bath in baby's milk. He 
deserves no mercy, for he shows none. 

The club should soon be ready to declare war on flies. 
Their breeding places must first be destroyed by getting 
parents interested. Doors and windows must be screened. 
"Filth must be removed — this starves the flies. A bad odor 
attracts them; but they cannot bear the fragrance of 
flowers." Storekeepers and restaurant men should be told 
that their goods should not be exposed to flies; if they pay 
no attention, the health board should be notified. Don't allow 
dirt, garbage, rubbish, or manure to collect at home or at 
school if you can help it. Remember: "No Dirt, No Flies." 
The Fly says "If you don't kill me I may kill you." Kill 
him first. Make fly traps, use fly paper, do anything to kill 
the fly. Swat him! 

The rural school barn is not an unmixed blessing. Some- 
times the boys congregate in it to the detriment of the morals 



PATRIOTIC AND CIVIC INSTRUCTION 117 

of the school; almost always it is a breeding place for flies. 
An excellent lesson in civics and sanitation would be taught if 
all manure were removed from the barn and grounds once a 
week. 

The Mosquito is about as bad as the fly. For years he 
prevented the digging of the Panama Canal by killing French 
workmen with yellow fever. Then Dr. Gorgas found out it 
was the mosquito that carried this disease — and got rid of the 
mosquito Thi.s meant as much to the tropics as Mr. 
Goethals great work in digging the canal. 

The mosquito does not bite; he pierces the flesh with a 
kind of spear. This instrument may pierce the blood of a per- 
son sick with a contagious disease. Now the mosquito is very 
particular about its food ; blood is too thick for it, so it shoots 
some of its saliva into the person "speared" to thin the blood. 
Of course this saliva is often just full of disease germs when 
the mosquito pierces a healthy person. 

There is just one big fact to learn about mosquitoes — 
they breed only in still water. Therefore every stagnant 
pond, pool, and open trough, pail, basin, barrel or tin can 
containing water breeds mosquitoes. If we get rid of stand- 
ing water, we get rid of mosquitoes. A pond that cannot be 
drained may be rendered safe by dropping kerosene over it 
producing a kerosene film. 

Thrift 

Americans are said to be the most wasteful people in the 
world ; every good American should try to help remove this 
criticism. The high cost of living is due, in part, to too 
much waste. For instance the demand for gasoline is now 
far in excess of the supply; yet thousands of gallons are 
wasted each day by people who let their automobile engines 
run while the automobile is standing still. 

Thrift does not mean simply the saving of money. It is 
well for children to start a savings account but that is only 
one way of being thrifty. Thrift means that a person buys 
only what he needs and that he gets his money's worth. It 
means that he does not waste food, clothing, paper, matches 
in fact anything of value. 

It is easy to get children to sympathize with the thou- 
sands of little people in Europe who do not have nearly 
enough to eat or wear. 

They will be interested, too, in the privations of the 
poor people in our own large cities. The newspapers are con- 
tinually complaining about the shortage of paper. Other in- 
stances of the shortage of food, clothing, gasoline, etc., may 
easily be collected. The children will then be ready to con- 
sider such matters as throwing away slices of bread, pieces of 



118 PATRIOTIC AND CIVIC INSTRUCTION 

meat or any other food ; unnecessary wear on clothes ; wasting 
tablets and composition books ; and the auto that "runs" while 
standing still. The price of potatoes last year is a strong ar- 
gument for home gardens. 

The trouble with our attempts to teach thrift, safety 
first, kindness to animals and other most laudable ideas is 
that we have "preached" to the children, talked to them in a 
"goody-good" way and used a great many "Don'ts." Preach- 
ing is not very effective in school; "goody-goody" talk is re- 
sented very, very early in the grades; and "children, like 
plants, often tend to grow against an obstruction." The best 
method of inculcating any of these movements is to present 
the facts, let the children discuss them, and form their own 
conclusions. Once they have decided that a good American 
will not waste food while thousands of people are starving, 
they will cease throwing away good bread, butter and meat. 

However, they must not think of little crumbs fed to the 
birds as waste; this is an investment. The birds will pay it 
back a thousand fold by destroying insects. 

The greatest waste of all is our waste of time. In most 
of our villages and small cities men may be seen around 
livery barns, in pool halls, and on the street "killing time." 
Even in school many, many hours are wasted. Children may 
compute the time wasted in a room of 30 pupils if one pupil 
is tardy every morning causing a slight disturbance resulting 
in the loss of one minute on the part of each pupil in the 
room. In the same way they may compute the total time lost 
because one pupil has not prepared her lesson; also because 
of mis-conduct of one pupil that stops the work of the school 
for a minute or two. These problems should be presented as 
impersonally as a problem from the arithmetic; and, above 
all, the "moral" should not be developed by the teacher. 

Kindness to Animals 

We like to think of America as standing for the rights, 
not only of people, but also of animals. In most of our cities 
there are humane societies which strive to prevent cruelty to 
animals. Laws are enacted in many states prohibiting cruel 
treatment and neglect of animals. Our own state requires 
that instruction shall be given in all schools on kindness to 
animals and that at least ten minutes a week shall be given to 
this work. 

One of the very best ways of complying with this law is 
to interest children in horses and dogs and then refer them to 
theintensely interesting stories, "Black Beauty" and "Beauti- 
ful Joe." The weekly ten minute period for several weeks 
can be spent in discussing these stories. 



PATRIOTIC AND CIVIC INSTRUCTION 119 

Once their interest is aroused, children will delight in col- 
lecting stories about horses, and dogs — showing their useful- 
ness, faithfulness, intelligence, and desire for kind, sympa- 
thetic treatment. Stories of the performance of trained ani- 
mals and of the reindeer, camel, St. Bernard dog and driving 
dogs will accumulate rapidly. 

The children may observe animals at home and report on 
their habits, peculiarities, and acts indicating intelligence. 
They may also report on any cases of cruel treatment they 
have observed. Little need be said about what should or 
should not be done by the children ; they will decide for them- 
selves. The main thing is to present data on which they can 
form a judgment. Boys especially are little affected by "sissy 
talk" and "Don'ts". Knowing that one rat is said to destroy 
one dollar's worth of property every year; that rats spread 
disease, notably "The Black Plague" ; and that cats are the 
worst enemies of rates and mice, they are likely to cease 
teasing kitty. They will be interested in such questions as 
these. Why are cats kept in postoffices? Why, in a large 
city in China, does the law require each family to keep a cat ? 

Protecting Birds 

The children can easily be interested in the songsters and 
in birds of beautiful plumage ; but they can also be interested 
in the many ways in which birds aid the farmers and fruit- 
growers. The work of the birds in protecting trees from in- 
jurious insects is too little appreciated. 

Once the children's interest is aroused, it is sure to take 
the form of action. Bird houses may be made in the vitalized 
agriculture work. Birds will be fed in winter when their sup- 
ply of food is often very short. The morale of the school will 
prohibit the killing of birds and the robbing of their nests. 
The result will be not only more birds but also more con- 
siderate, kindly children with enlarged social interests. 

Public Welfare Work 

It is rather hard to suggest definite positive work chil- 
dren can do for the public good. There are many things they 
should not do ; they should not mar or deface school property, 
misuse free textbooks, endanger the safety of playmates or 
play rude jokes on others. It is not so easy to suggest posi- 
tive social action. 

However, some of the ordinary tasks of school life may 
be enhanced in value by giving them the glamour of serving 
the public weal. The boys who bring a pail of water for the 
use of the school perform a public service. Cleaning up the 
school grounds — and keeping them clean — is service for hu- 



120 PATRIOTIC AND CIVIC INSTRUCTION 

manity. Monitors may be made to feel their responsibility to 
a greater extent if they recognize their work as public ser- 
vice. 

Little acts of thoughtfulness may be given more prom- 
inence. Children like to report on things worth while they 
have done. They might report, for example, on glass or 
stones removed from automobile roads, watering a thirsty 
horse, calling a driver's attention to some defect in his car 
which may cause trouble, giving a ride to some pedestrian or 
helping people in any other way. Children should practice 
giving specific and definite directions to tourists, writing ad- 
dresses (with return address) on envelopes very plainly, cor- 
rectly, and fully including street address, and calling and 
answering calls on the telephone. In fact many adults need 
to learn that the answer to a telephone ring is not "Hello" 

but "- talking" giving your name. Then too since we 

teachers are responsible for the child's reading "3,287" as 
"three thousand two eighty-seven" we ought to tell them 
that, in actual life, people usually say "Three-two-eight- 
seven." This is especially true in the telephone service. 
Children may practice introducing people, pronouncing names 
very distinctly. The little rules of table etiquette are really 
social regulations. 

Newspaper Reading 

Some finnicky educators decry the American newspaper 
as an educational factor; but this is about the only kind of 
newspaper available in a nation that is pre-eminently a news- 
paper-reading people. It is ridiculous to discourage the read- 
ing of newspapers ; instead we should encourage discriminate 
reading of them. It is safe to say that some of the applicants 
for teacher's certificates are not newspaper readers. One 
writes "Henry Ford was the man who shot Lincoln." Another, 
"Ella Flagg Young was a famous aviator who was killed on 
the front line in France." Another accused Jane Addams of 
"starting Hell House" in Chicago. 

Recently the writer attended the State Editorial Associa- 
tion in South Dakota. It seemed to him that this gathering 
represented the highest level of general intelligence, public 
spirit, professional ethics, and business courtesy of any asso- 
ciation he has yet attended. It is sheer nonsense to talk of 
such men, or their newspapers, being a menace to children. 

Every issue of a paper contains material for a lesson in 
civics. One of today's South Dakota papers has the follow- 
ing. "State College Attacks Barberry Bushes in Roberts 
County to save Wheat Fields." (Showing benefits of govern- 
ment). "Three of Amundson's Arctic Explorers Thought 
Lost." (Meaning they have sacrificed their lives for science). 



PATRIOTIC AND CIVIC INSTRUCTION 121 

"Former Aberdeen Lady Killed by An Automobile While 
Crossing Street." (Teaching Safety First). "Baby Dies of 
Measles." (A preventable disease). "American Legion Meets 
at Watertown." (Recalling their sacrifices for us). 

This paper also gives current prices of farm products; 
standing of baseball teams; report of Sir Thomas Lipton's 
fine sportsmanship on being defeated in the yacht race and 
many other items of social significance. 

Junior Red Cross 

Charles Schwab, one of the most successful business men 
in America, says that the Aristocracy of Birth and the Aris- 
tocracy of Wealth are out-of-date and that the aristocracy of 
the future will be an Aristocracy of Service. If this hard- 
headed businessman is right, and we wish to fit our pupils 
for the new Aristocracy of Service, the work of the Junior 
Red Cross should be perpetuated. 

Occasionally we have heard teachers regret the "loss of 
time" involved in the activities of the Junior Red Cross, Thrift 
Clubs and Garden Clubs during the war. Such teachers fail 
to see that one of the great benefits of the war was the civic 
training through service afforded by these organizations. To 
regret time spent on such organizations is analogous to re- 
gretting the time the physics or chemistry class spends in the 
laboratory or the class in agriculture spends in testing seed 
corn or milk. Such activities make the pupils realize that 
they are real factors in community life, it makes their work 
in civics FUNCTION and gives an opportunity to LIVE as 
patriotic Americans. 

The Central Committee of the Red Cross has decided 
that this training is too valuable to be discontinued ; hence the 
Junior Red Cross is to be perpetuated. It gives the children 
a means of expressing the ideal of Service and helps to make 
them feel the part they NOW play as citizens of the great 
republic and members of the great human family. It seems 
absurd to say there is no further need for the Junior Red 
Cross when heart-rending tales come to us from Europe of 
children dying by the thousands of starvation. Aside from 
any humane feeling, it actually pays in educational returns to 
perpetuate this work. How much more does geography mean 
to the pupil who can feel that part of his membership fee in 
the Junior Red Cross goes to help the suffering children of 
Poland or Armenia, the orphans of France or the destitute 
people of Syria. Manual training needs to be motivated and 
this is accomplished by making things for Christmas presents 
for the needy. Letter-writing becomes a pleasant task when 
inter-school, perhaps inter-national, correspondence moti- 
vates it. 



122 PATRIOTIC AND CIVIC INSTRUCTION 

The Junior Red Cross organization proposes to work out 
a plan whereby educational authorities may give some sort of 
recognition to services rendered by young citizens. The form 
which this recognition will take has not been determined but 
will be in the nature of a community acknowledgement of 
meritorious work rather than a material prize. It probably 
will resemble the reception given in many places to men who 
have been naturalized and the formal recognition of young 
men about to cast their first vote, advocated by the American 
Legion. This recognition will be extended only to individuals 
or classes that have rendered a distinct public service after a 
definite course of preparation just as degrees in the Boy 
Scout organization are conferred. 

If this plan works out, why should not South Dakota be 
one of the leading states in fostering this new "Aristocracy 
of Service"? Anyway the ideals and practices of the Junior 
Red Cross are worthy of being fostered in the schools of 
South Dakota. 

Boys and Girls Vocational Clubs — The County Agent 

The benefits derived from such organizations as the boys' 
corn club and the girls' canning club are conceded by all fa- 
miliar with the work of these clubs. The national govern- 
ment encourages these clubs in every way possible. Many 
teachers do not seem to appreciate the fact that the county 
agent may be a great help, not only in organizing clubs, but 
in helping school and community service in various ways. He 
can render valuable help in community programs and in pre- 
paring exhibits for county and state fairs. Invariably he is 
a man imbued with the spirit of service-a county official 
whose sole aim is to help the people. Definite, tangible pro- 
gress is made in practical citizenship when a girls' canning 
club or a boys' pig, corn, or potato club is organized in a 
community; and the county agent, or the club leader if there 
is one, is just the person who can render invaluable service 
both in organizing these clubs and helping them after they 
are organized. When a home economics director is employed 
teachers should avail themselves of her services. The county 
agent, the club leader, and the home economics director are 
primarily public servants who are ever anxious to be of use 
in every community in the county. 

The County Nurse 

The work of the county nurse has been repeatedly em- 
phasized in this bulletin. It is the county nurse who intro- 
duced the "Health and Happiness Club." She has been a 
kind of guardian angel in spreading the doctrine of Safety 
First, First Aid, Sanitation and Hot School Lunches. She 



PATRIOTIC AND CIVIC INSTRUCTION 123 

has helped to teach us the deadly insidious work of the fly 
and mosquito and has led in the war upon these enemies of 
mankind. There is probably no teacher in the county who 
advances the total educational progress of pupils to the same 
extent as the county nurse if we consider the number of 
children rendered FIT to study by the correction of eye, ear 
and throat defects, improving conditions under which they 
work, and introducing hot school lunches. The county nurse 
deserves the hearty co-operation of teachers and parents. The 
teachers can help by leading the children to look upon the an- 
ticipated visit of the county nurse with pleasure. 

Traveling Libraries 

One wonders sometimes whether teachers know that a 
free traveling library of fifty books may be had for the asking 
by writing the State Field Librarian, Pierre. Certain pre- 
liminary conditions must be complied with and express char- 
ges must be paid both ways but otherwise there is no charge. 
Merely suggesting the idea of getting a traveling library to a 
live grammar grade class may result in the installation of a 
library. The next civic work of the pupils should be adver- 
tising the library in the homes thus creating a demand for 
the books. 

Teachers may also call upon the field librarian for books 
on special subjects and for aids in preparing debates and pro- 
grams. A civic lesson is involved in the mere asking the 
state to help the school; it impresses the children with the 
benefits that government confers upon us. In fact if we 
would use the privileges which the state affords more we 
would be helping directly in the development of an appre- 
ciation of government. The school that is receiving bulletins 
from the State College, the United States Department of 
Agriculture and the Bureau of Education is likely to feel that 
it is a part of the government. Children who receive copies 
of the report of the State Board of Health, and bulletins from 
the State Fire Commissioner are likely to feel that they 
COUNT in helping these departments. A valuable lesson in 
civics as well as in hygiene is learned by a class that sends a 
sample of the water used in school to the State Sanitary Com- 
mission at the State University to have it tested free of 
charge. Incidentally the children may be told that the Com- 
mission will test, absolutely without charge, sample of sputum, 
blood, etc., to determine whether there is any evidence of a 
contagious disease. Such work gives the children the true 
conception of American government — a social agency designed 
to protect and serve the people who created it, an agency that 
is continually asking us to co-operate with it in the interests 



124 PATRIOTIC AND CIVIC INSTRUCTION 

of the common good. Practical civics is concerned mainly 
with those officials from whom we may receive assistance, ad- 
vice, and inspiration rather than the machinery of the na- 
tional government. Patriotism, like charity, begins at home 
and expands through ever-widening circles until it takes in 
the school, school district, city, county, state and nation. The 
citizen who has not evidenced civic pride and community con- 
sciousness in his home town, no matter how small it may be, 
is not likely to be called upon to use his knowledge of the 
practical work of Congress and will probably never be called 
upon to take the President's oath. 




PATRIOTIC AND CIVIC INSTRUCTION 125 



PEACE-TIME HEROES 

The fundamental object in all work in vitalized civics is 
to get the children to realize that they are citizens of the 
United States NOW, citizens who are called upon to play 
their part in the great republic just as truly as were the 
soldiers at Chateau Thierry. This is a difficult thing to do; 
first, because, in the past, we have taught as if school were 
a preparation for life instead of life itself; and second be- 
cause the great heroes whom children usually admire are men 
who have played their parts in exceptional situations — in 
war, in the president's chair, or in congress. 

It seems as if something would be gained if the children 
were to learn to know some of the great men and women 
who have distinguished themselves in peace times and out- 
side the domain of politics. "Modern Americans", a book 
published by the Laurel Book Co., Chicago, gives an interest- 
ing account of some of our peace heroes. 

Boys especially will be interested in the story of Thomas 
A. Edison. They will feel that Mr. Edison was a very human 
sort of a boy, when they know him as the son of a poor labor- 
ing man and a pupil who did not get along at all well at 
school. Their interest will increase when they learn of his 
experiences as a newsboy, especially how he sold 1,500 papers 
containing an account of the battle of Shiloh. His success as 
a telegraph operator will appeal to them and finally the story 
of his wonderful inventions. Surely the man who has made 
so many people happy by his invention of the incandescent 
light, the phonograph and many other articles, deserves to be 
recognized as a hero. 

The story of Alexander Graham Bell is intensely inter- 
esting. He came from a family of voice teachers; but his 
work was with the deaf and dumb. He studied hard trying to 
find some way of helping these unfortunates and finally intro- 
duced the method of teaching them to "listen" by watching 
the lips of the speaker and to learn to talk the same way. He 
married one of his pupils, Mary Hubbard, who helped him 
greatly in his work. Then the thought came to him that he 
might make an iron ear that would catch the virbrations car- 
ried to it from another sensitive iron disk by means of elec- 
tricity. His first crude telephone was presented to the Cen- 
tenial Fair at Philadelphia in 1876. The judges were about 
to ignore him when a Brazilian gentleman became interested 
and persuaded them to enter the curious machine; it became 
the wonder of the great fair. The writer saw Mr. Bell — a tall 
fine looking man with gray hair and beard — and heard him 
tell the story of the telephone. How little we think, when we 



126 PATRIOTIC AND CIVIC INSTRUCTION 

use the telephone of this kindly teacher of the deaf who made 
the first telephone out of an old cigar box, 200 feet of wire 
and two magnets taken from a toy fish pond. Surely Mr. Bell 
is entitled to be called a hero. 

Do the children know Luther Burbank? Do they know 
that once when his name was mentioned in the Capitol at 
Paris, the whole Chamber of Deputies rose as a tribute of 
honor? Do they know how much he has done, not only for 
our country, but for the world? They will be interested in 
the little child who had plants as playthings and a cactus for 
a doll; in the bashful, retiring, serious pupil who was afraid 
to speak pieces in school; in the discontented factory boy, 
and the happy truck gardener. The Burbank potato alone 
which he developed, his "first invention," is said to be worth 
$13,000,000 every year to the United States. They will fol- 
low the boy from Massachusetts to California carrying ten 
of his precious potatoes and read with interest his spending 
his last 75 cents for a hammer to use in shingling a house. 
Weak from disease, penniless, and without sufficient food, Mr. 
Burbank began his wonderful work in California. By this 
time the children will be ready to study the great contribu- 
tions that he has made to us all, this kindly, frank, kind- 
hearted hero of plant life development. 

Henry Ford is another illustration of the fact that, in 
America, a man may be born poor and become anything that 
his abilities will enable him to attain. The children will be 
interested in his first "gas wagon" and how the people of De- 
troit made fun of him. Now his great factory turns out a 
thousand automobiles a day. About 15,000 men are em- 
ployed in this factory. It may help to get the boys to feel 
that it is not "sissy-like" to be kind to birds, if they are told 
that Mr. Ford has about 200 bird houses which he heats by 
electricity to keep the water for the birds from freezing. A 
study of Henry Ford is well worth while. 

Do the children know and admire George W. Goethals, 
the man who directed the greatest public work ever accom- 
plished, the Panama Canal? Surely Mr. Goethals is a hero 
worthy of our admiration. And no less truly does Dr. Gorgas, 
who died in the year 1920, deserve a place in the list of 
American heroes. This wonderful doctor who discovered that 
the mosquito was the carrier of yellow fever germs and found 
ways of getting rid of him, thus making it possible to dig the 
canal, ranks with Mr. Goethals. Perhaps if Dr. Gorgas were 
as much of a hero with us as General Grant, we might prac- 
tice his principles more and get rid of our own flies and 
mosquitoes. 



PATRIOTIC AND CIVIC INSTRUCTION 127 

Other peace heroes written up in "Modern Americans" 
are James Whitcomb Riley, the Wright Brothers, Robert E. 
Peary, William Jennings Bryan, Ben Lindsay, John Mitchell, 
Andrew Carnegie, Ernest Seton-Thompson, and John Wana- 
maker. The ladies told about are Clara Barton, Helen Keller, 
Jane Addams, Maude M. Booth, and Anna Shaw. Out here 
we are very much interested in "Jim Hill" the Empire Build- 
er; and we have some state men who may be counted as 
heroes. The enthusiastic study of such men and women as 
these cannot help but result in a feeling that heroes are not 
confined to war and government. 

Besides the heroes of peace recognized as national char- 
acters there are incidents recorded almost every day in our 
newspapers telling of heroes whose names are soon forgotten. 
By calling the attention of children to certain occupations 
which contribute most of these hero stories, we may get them 
to realize that heroism is not confined to the battlefield. 

The city firemen with their trained horses and fire en- 
gines dashing through the streets appeal to the dramatic in- 
stinct quite as much as a cavalry charge. Heroic action of 
firemen in rescuing people from burning buildings is of al- 
most daily occurrence. Scarcely any serious fire occurs that 
does not have its story of suffocated firemen, or fire-fighters 
injured or killed by falling walls. 

The policeman is the most familiar personification of law, 
safety, order and government. He should appeal to the chil- 
dren as their best friend — not as a man to be dreaded as some 
parents lead their children to believe. If children would think 
of the policeman as a kind of guardian looking after their in- 
terests and those of their parents it might result in a greater 
respect for law when they are grown up. The picture of the 
policeman going about at midnight trying the doors of busi- 
ness places, to be sure they are locked, watching for the first 
sign of fire, ready to protect us from burglars, pickpockets 
and thieves ; or of the traffic policeman standing for hours in 
the hot, dusty, crowded street guarding against accidents, 
answering questions, warning children of coming automobiles, 
and helping the weak and old — such pictures are sure to re- 
sult in a more sympathetic attitude toward the representa- 
tive of law that the children know best. Then there are the 
stories of policemen who risk their lives in arresting desper- 
ate men, rescuing children from in front of cars and auto- 
mobiles and facing crazed mobs bent on taking the law into 
their own hands which will appeal to children who are passing 
through the chivalric stage of development. 

Few of the children — or adults for that matter — think of 
the telephone girl as a heroine ; yet she has frequently proved 



128 PATRIOTIC AND CIVIC INSTRUCTION 

herself read to sacrifice her life that others might live. True 
stories are told of telephone girls in large hotels who, when a 
fire was raging, stuck to their switchboards warning guests 
until the wires melted and they could v/ork no longer. In a 
recent flood on the Ohio, a telephone girl remained at her 
post, warning the people farther down the valley of the com- 
ing flood until it seemed her last chance of escape was gone. 
Last winter during a terrible storm in a great city, the tele- 
phone girls were about the only workers that reported in the 
downtown district; some of them walked long distances 
through deep snow. They knew there would be calls for 
doctors which must be attended to or someone would suffer. 
During the influenza plague, telephone girls worked long 
hours, often when they themselves should be receiving treat- 
ment. In a burning factory, a telephone girl resisted every 
effort to get her to leave her post; blinded with smoke and 
her hair singed, she said to her friends ; "Don't you see I am 
busy ? I am going to stay until every room is notified ; if you 
leave me alone I can work faster and get through sooner." A 
little sympathetic study of the telephone girl and her work 
may prompt children to be more thoughtful of this faithful 
worker who receives so much abuse that she does not de- 
serve at all. 

Then there are the doctors and nurses, responding to 
calls all hours day and night and often risking their lives in 
fighting contagious diseases. Often they work terribly long 
hours as in the case of the influenza epidemic. Just as thril- 
ling stories are told of their work here at home as of their 
work overseas. Perhaps no class of workers have a higher 
conception of professional duty than physicians, surgeons and 
nurses; and this is as true in South Dakota as it was over in 
France where Dr. John McCrea wrote "In Flanders Field" — 
and where he himself now lies in a grave "where poppies 
grow." 

Heroines are not unknown even in the teaching pro- 
fession. Our own state has more than one story of a teacher 
who risked her life to save her pupils in a terrible blizzard. 
One month's reading of a newspaper is almost sure to result 
in finding an account of a teacher who acted the heroine part 
in a burning school building. The postman, though not a 
hero may be recognized as one of our most faithful public ser- 
vants. 

Nor are heroes and heroines always grown-up people. At 
least once during the year, we read of the girl who plays the 
piano at school acting the part of heroine. When the fire 
alarm is sounded it may be she who prevents a panic by going 
to the piano and playing the regular school exit march until 



PATRIOTIC AND CIVIC INSTRUCTION 129 

every child is safe. Sometimes we hear of her dropping from 
the stool overcome with smoke and being rescued by the fire- 
men. Then, every summer, we read of many cases where 
children risk their lives trying to save companions from 
drowning. 

The last step is to get the children to see that all of us 
may imitate the hero in at least one particular — by simply 
doing our duty. After all, that is what the hero does — only 
he risks his life in doing it. Here is where we are prone to 
"preach" or talk "goody-goody talk" to the children. Some 
way we must avoid both and yet get them to see that every 
day, right on the playground and in school, there are occa- 
sions that call for just a little of the hero spirit. On the 
farm, on the road, and on the street, in the schoolhouse, the 
store, and the postoifice there is abundant opportunity to 
serve unselfishly, to do one's best, to be thoughtful, consider- 
ate, brave, persevering, honest, truthful, patriotic and loyal. 




130 PATRIOTIC AND CIVIC INSTRUCTION 

THE BOY SCOUTS, CAMPFIRE GIRLS AND GIRL SCOUTS 

Active membership in one of these organizations may do 
more towards developing a loyal, intelligent and dependable 
citizenship than a year's work in textbook civics. A boy 
scout realizes his present status as a citizen, assumes its re- 
sponsibilities, not waiting until he is "grown up". The Boy 
Scouts is essentially a patriotic organization and is recognized 
as such by the American Legion; but it is more than this. 
Its principles emphasize those qualities which enter into the 
character of an active, publk-spirited Christian gentleman. 

The American Legion bulletin on Americanism says of 
the Boy Scouts. "They aim to teach the boys to love their 
country, to obey its laws, to hold high ideals and to be active 
in helping the community and the individual. Work with 
boys and girls in school and in play is fundamental. It is 
fundamental because it trains them to be good citizens before 
they have had an opportunity to be bad citizens. ,, 

"As to the activities of the Scouts, it is more than or- 
ganized play, more than training in mechanics, electricity and 
other useful arts. It teaches personal health and physical de- 
velopment, civics and honor, and it does all in a way to stimu- 
late the boys' interest." 

Wherever possible a Boy Scout organization should be 
formed. The difficulty is not getting the boys interested but 
in getting a capable scoutmaster. This position is not alto- 
gether a philanthropic one ; it develops leadership, is pleasant 
healthful and inspiring. 

There are about 400,000 boy scouts in America. Anyone 
interested in forming a branch of the order can obtain sug- 
gestions from Boy Scout Headquarters, 200 Fifth Ave., New 
York. The local American Legion may be able to give valu- 
able assistance. Some of its members may have had training 
that just fits them for the work of scoutmaster. Business- 
men invariably may be relied upon to back a Boy Scout or- 
ganization financially. 

Some idea of the far-reaching effects of the Boy Scout 
training may be gained from the Boy Scout Laws. These 
are the principles and rules governing the Boy Scouts : 



A scout is trustworthy. 


A scout is obedient 


A scout is loyal. 


A scout is cheerful. 


A scout is helpful. 


A scout is thrifty. 


A scout is friendly. 


A scout is brave. 


A scout is courteous. 


A scout is clean. 


A scout is kind. 


A scout is reverent 



A scout agrees to do at least one good turn for someone every 
day. 



PATRIOTIC AND CIVIC INSTRUCTION 131 

All that may be said in favor of the Boy Scouts applies 
also to the Campfire Girls and the Girl Scouts. Members of 
these organizations get a training that tends to develop re- 
liant, capable, healthful ladies with firm convictions on fun- 
damental principles of life. The girl who learns to love the 
great out-of-doors, who listens to the voices of the stately 
trees and the songs of birds and feels the wierd bigness of the 
prairie is not likely to become an inveterate movie devotee 
nor be wholly satisfied with jazz music. A girl who marvels 
at Nature's dress of green, the delicate petals of the flowers 
and the myriad forms of the leaves may have more confidence 
in the natural beauty which she possesses. 

Last March at the Superintendents' Conference at Cleve- 
land perhaps the strongest impression of Cleveland's hospi- 
tality was made by the Girl Scouts. They seemed to be 
everywhere in their natty kahki uniforms, accepting no tips 
and seeking opportunity to serve. Never bold or obtrusive, 
they probably did more to advertise Cleveland than its Cham- 
ber of Commerce on that occasion. 

On talking with two of the Girl Scouts, they said their 
particular organization was fostered by their church. In re- 
gard to the cost of uniforms, they said that while the first 
cost seemed an extra expense, the material wore so well that 
it really resulted in a saving in clothing expense. When 
asked if children of the Slovak or Italian families were per- 
mitted to join they said somewhat emphatically that no ra- 
cial lines were drawn. "It wouldn't be American to shut out 
any girl who wants to join and who lives up to our rules," 
they said. They were full of enthusiasm over an outing that 
they were to have the following week — a hike of fifteen miles 
(with rest periods), a few days joyous camping, and then a 
ride back to Cleveland in the trolley cars. They seemed to be 
exceptionally strong, healthy girls — healthy in body and mind. 
They did not claim any superiority over the Campfire girls 
simply saying that "it just happened" they were more inter- 
ested in the Girl Scouts when they organized. 

In many places, a branch of the Campfire Girls or the 
Girl Scouts may be organized more easily than a branch of 
the Boy Scouts. The teacher with initiative and confidence in 
herself, by reading up on scout-craft, may prove a very suc- 
cessful scout leader. Many by-products will result from such 
an organization; for one thing discipline in school disappears 
as a problem. 



132 PATRIOTIC AND CIVIC INSTRUCTION 

PUBLIC SCHOOL ATHLETICS 

There is no question but that school athletics, carried on 
in a true sportsmanship manner, fosters school and com- 
munity spirit, tends to develop strong, healthy boys and 
girls, inculcates sound principles of social action and in- 
directly trains in unselfsh service. It seems almost un- 
believable that unfair and deceptive methods should ever be 
tolerated in inter-school games, thus frustrating the primary 
purpose of athletics. Pupils may be led to admire Sir 
Thomas Lipton as one of their great athletic heroes — a man 
who can take defeat after defeat with a smile, a cheer for his 
opponent, and a determination to "try again." 

There seems to be a great opportunity to develop true 
sportsmanship of the Lipton type in inter-school athletics. 
An occasional cheer for the opposing team, a grim smile and 
renewed determination to win when the umpire makes an 
"unfair" decision, courteous treatment of the visiting team, 
and a frank admission that the best team won are some 
phases of our games that might well be more frequent. A 
cheer for the boy who makes a "sacrifice hit" may be in order 
as well as for the player who makes a home run. 

Occasionally the accidents of football and basketball are 
used as arguments against these games — sometimes by 
people who go hunting or "joy-riding" — sports that are far 
more disastrous than football. If care is taken to arrange 
games only between teams somewhat evenly matched and if 
schools will develop an athletic spirit that simply will not 
stand for "slugging" or any other effort to put a player out 
of the game, accidents should not be serious or frequent. 
The vital test of a school on at least one characteristic 
Americanism "fair play," or, as Roosevelt called it "the 
square deal," may well be applied in a close inter-school game 
— especially between old rivals. "Hit the line hard — but play 
square," is Roosevelt's advice in games and in life. Encour- 
age athletics — but of the right kind. Tell the story of Sir 
Thomas Lipton in such a way as to arouse the children's 
admiration for this sportsman who, whenever he DOES 
win the yacht race cup, will be cheered almost as heartily 
in America as he will in Britain. 

Something should be done, must be done, for the pupils 
who do not make the first, or even the second team. Every 
teacher should have a text on school games and see to it that 
the boys and girls not playing on the regular teams get their 
share of exercise and the training that comes from group 
playing by suggesting less strenuous games that larger num- 
bers may play. Playground apparatus partly solves this 
problem — but only in part. It is an essential part of school 



PATRIOTIC AND CIVIC INSTRUCTION 133 

equipment, however, especially in rural schools where it is 
impossible to organize an evenly matched team — much less 
two teams — in any of the inter-school games. Volley ball, 
Dodge ball, long ball, indoor baseball, arch ball, pass the 
hoop, black and white and all-up relay are some of the games 
that may be played by pupils of varying ages and by rela- 
tively few or many pupils. On passing a village school last 
fall, the writer saw the principal, an ex-service man, giving 
the boys of all ages "setting-up exercises" which they seemed 
to enjoy thoroughly. The teacher who realizes that a select 
group of pupils has no more right to monopolize the ath- 
letics of the school than it has to monopolize the work in his- 
tory or arithmetic will find some way of providing games for 
those who do the cheering at the inter-school games. 

"But", someone says, "is this civics or patriotism?" Yes, 
emphatically, it is. Where can there be more effective train- 
ing in self-control, unselfish sacrifice for the group, practice 
of the square deal, developing strong, vigorous, healthful boys 
and girls, co-operation, school and community spirit, and 
high moral tone than on the athletic field ? But in order that 
these be developed, the wish to win must be subordinated to 
the best interests of the children — and the moral code. 



134 PATRIOTIC AND CIVIC INSTRUCTION 

ONE DAY OF APPRECIATION IN AMERICA 

On awakening one morning in the Hotel "St. Charles" at 
Pierre I glanced out the window and saw a policeman in the 
dim morning light. I knew he had been at work all night, 
guarding homes against burglars, directing travelers who 
came in on trains, trying the doors of business places to see 
that they were locked and watching for fires. I was im- 
pressed with the thought that the government watches over 
us even when we sleep and resolved to note every instance 
that day which evidenced protection or benefit which we re- 
ceive either from the United States, the state, or the city. 

On going to the window I noticed across the street a 
United States Weather Bureau flag telling the people that 
the day was going to be "fair and warmer." While this 
meant little to me, I knew that the Weather Bureau saved the 
lives of many people at sea, caused the California fruit grow- 
ers to start fires in their orchards when the flag said "frost", 
told Montana sheep growers by its "storm" flag to gather in 
their flocks and helped guide men in the coal, ice, and ship- 
ping business. 

I turned on the electric light, a city convenience. Then 
I turned on the water from the city water system to wash 
myself. After washing, I pulled out the plug in the basin, 
allowing the water to flow into the city sewer system. 

On putting on my collar I noticed that it was patented by 
the United States Patent Office. This reminded me of the 
book I had been reading and, on looking it up, found that it 
had been copyrighted in the United States Copyright Office. 

A placard on the door told me that the hotel had been 
inspected and approved by the State Hotel Inspector; and 
another card directed me to the fire escape, installed in ac- 
cordance with state law. On entering the elevator, I found 
it, too, had been inspected. On the table in the office I no- 
ticed the register which the state law requires all guests 
to sign. 

I bought an Argus Leader at the desk and found several 
items telling of how government helps us. There was a warn- 
ing to hunters that they must wait until September 16 before 
shooting game; a story of how the State Agricultural Col- 
lege had helped the farmers of Roberts county by discovering 
and destroying barberry bushes thus preventing wheat rust; 
and an account of a bank failing whose depositors would not 
lose one cent, although the liabilities were $500,000, because 
they were protected by the Bank Guaranty Law. It also con- 
tained a report of the adoption of the 19th amendment to the 
United States constitution by Tennessee. Since Tennessee 
was the 36th state to ratify the amendment, it was made a 



PATRIOTIC AND CIVIC INSTRUCTION 135 

part of the constitution. I thought "what a wonderful 
country ours is that permits even its fundamental law to be 
changed when the people demand it." 

I went into the dining room for breakfast. I knew that 
the State Food and Drug Commission had inspected it and 
that the fruit, meat, bread, and butter I might eat had all 
been subject to inspection. 

In the dining room were a hail insurance man from the 
State Insurance Commission, a state fire marshal who had 
just inspected some business places in Aberdeen, a teacher 
who had just received a certificate from the State Depart- 
ment of Education, and a deputy from the State Sheriff's of- 
fice who had been out enforcing the automobile laws. 

After breakfast I handed the clerk a little piece of green 
paper which the United States had stamped "$5." and he 
returned me $4.50 in silver coined at a United States mint. 
I wondered what we would do if the government did not pro- 
vide us with money in convenient form. 

I then went to a barber shop to get shaved and noticed 
a certificate nicely framed, stating that the shop had been 
inspected and approved by the state. On the wall there was 
a poster issued by the State Fire Marshal warning against 
carelessness in the matter of fires and another calling for en- 
listments in the United States army. 

On leaving the barber shop, I crossed the street to a 
drug store but even while doing this the state seemed to be 
guarding me. A sign in the center of the street warned 
autoists to "Keep to the Right" ; automobiles were running 
rather slowly to comply with the city ordinance fixing a fif- 
teen mile limit; and every auto had a number issued by the 
Secretary of State to protect the owner from thieves and the 
public from careless drivers. 

The first thing I noticed in the drug store was a framed 
certificate stating that the druggist had been examined by 
the State Pharmacy Board and found to be competent to run 
a pharmacy. Various bottles and packages boasted that their 
contents were approved either by the United States or the 
State. The candy was protected from flies in a glass case, 
as required by law; cigar boxes bore stamps from the United 
States Internal Revenue Bureau; and a card notified cus- 
tomers that a tax of 10 per cent must be paid on fountain 
pens. A little girl came in and bought some ice cream paying 
10 cents for the cream and one cent United States tax. 

I then went to the United States postoffice to get my mail 
and post some letters. I put a two-cent stamp on letters ad- 
dressed to Sioux Falls, Seattle, Boston, and Moose Jaw, Sas- 
katchewan; but I put a 10 cent stamp on one addressed to 



136 PATRIOTIC AND CIVIC INSTRUCTION 

Minneapolis which I wished to be delivered by a special mes- 
senger. I then bought a money order for a few cents and 
registered an important letter to Chicago by paying 10 cents 
extra. I noticed a Pierre high school girl deposit $2 in the 
United States Postal Savings Bank; and a little boy send a 
package almost as big as himself by parcels post. 

I then went to the depot and while waiting for the train 
I read some of the posters on the walls. One stated that the 
United States would punish very severely anyone who would 
break into a box car or steal anything from the same. Another 
poster warned passengers against throwing lighted matches 
or cigars out the window lest they might start a prairie fire. 
I bought my ticket; but I did not need to pay the 8 per cent 
war tax as the United States does not tax a state, or a state 
official. 

On taking the train it seemed that both the United 
States and South Dakota were guarding me on my trip. I 
knew that the train crew had not been over-worked nor had 
they gone without sleep for a long time for the United States 
forbids trainmen to work for more than 16 hours at a time. 
A car inspector was testing the wheels of the coaches just as 
I got on the train. I knew that the State Headlight Law 
would help protect me from accident at night. I noticed that 
paper cups were provided in accord with the state law which 
forbids the common drinking cup. A card warned me to 
keep off the platform while the train is moving and another 
to keep luggage out of the aisles so people would not stumble 
over it. I knew, too, that the railroad company would try 
to avoid accidents; for if I were hurt through its fault I 
might collect a large sum in a damage suit in the state 
courts. 

At Huron I noticed a large sign reading "Office of the 
United States Department of Labor and the State Immigra- 
tion Bureau." This office helped the farmers to secure men 
to harvest their crops. I stayed a little while at Huron and 
then took the train for Aberdeen. Just before leaving Huron 
the brakeman came in crying "This train goes to Redfield and 
Aberdeen" to make sure that no one had taken the wrong 
train. 

As I rode along I noticed many splendid farms. I could 
not help thinking of how the United States had given this 
land, now worth from $100 to $200 per acre, FREE to home- 
steaders or had sold it for only $1.25 an acre to people who 
had "proved up" in fourteen months. Then I thought of 
how, in other countries, the "upper class" had held the land 
and rented it to tenants in small farms which never enabled 
them to "get ahead" as even our tenants may in this country. 



PATRIOTIC AND CIVIC INSTRUCTION 137 

Occasionally I would see a fine herd of cattle or horses; and 
I knew that the state was protecting them against contagious 
diseases by inspecting cattle shipped into the state, and even 
herds in the state suspected of being infected. I knew, too, 
that if certain contagious diseases were found in a herd, all 
cattle exposed to it would be killed; but the state would pay 
the farmer half what the cattle were worth. 

Just as we entered Aberdeen I noticed the State Normal 
on which the state had spent many hundred thousand dollars 
to provide education for those who aspired to be teachers. 
Here about 800 young people were attending school with 
scarcely any expense for instruction ; and the state maintains 
three other normals, a university, an agricultural college, and 
a school of mines with little cost to the students. 

At the depot in Aberdeen, the bus drivers were making 
a great noise; but I walked a few rods to the street car for 
I knew that the city ordinance provided that on it I could 
ride down town for five cents. The street car stopped before 
crossing the Great Northern tracks. The conductor got off, 
walked ahead to the middle of the railroad track and then 
signaled for the motorman to go ahead. Now, anyone could 
see that no train was coming; but the city and state want to 
make SURE and require the conductor to do this. A sign in 
the front of the car read "Do Not Talk to the Motorman." 
Another asked passengers to "Please Help Prevent Acci- 
dents." The motorman rang the bell and slowed up at each 
street crossing. I could not help thinking that if the people 
tried as hard to prevent accidents as the United States, the 
state, the city and even the railroad and street car companies, 
there would be fewer accidents. 

On the street automobiles were passing up and down 
but all had lights as required by law. A policeman was 
standing at the corner ready to help anyone needing assist- 
ance. Workmen were cleaning the street which meant less 
sickness for the city. Pool halls and movie shows were 
closed as the closing hour fixed by the city ordinance had ar- 
rived. The city except, on Main Street, was asleep, reason- 
ably sure that "All is well." I thought of the millions and 
millions of Americans who had enjoyed the same benefits and 
protection that I had and wondered how many of them ever 
stopped to appreciate the blessings of government. 

How seldom do we reflect on the privilege of being 
Americans. No where else in the world is there so much in- 
dividual freedom, so many opportunities, so little class dis- 
tinction or so few obstacles in the way of success. No other 
government places such reliance upon its citizens and leaves 
them free to work out their own destiny. As I walked up the 



138 PATRIOTIC AND CIVIC INSTRUCTION 

street I thought of the prosperity and progress of South Da- 
kota cities, less than fifty years old, and compared them with 
cities I had seen in France over a thousand years of age ; and 
I could hardly keep from saying out loud "Thank God I am an 
American." 



UNITED STATES NATURALIZATION BUREAU 

This bureau has co-operated with this department in es- 
tablishing evening schools and furthering Americanism, par- 
ticularly Mr. Greeley, field agent, and Mr. R. S. Coleman, 
Chief Naturalization Examiner. Teachers may secure copies 
of the Government Student's Text without charge by writing 
R. S. Coleman, Chief Naturalization Examiner, St. Paul, Minn. 
This text will be very helpful in civics and particularly in a 
study of the President's Cabinet. 



THE AMERICAN LEGION, DEPARTMENT OF SOUTH 

DAKOTA 

This organization heartily endorses the work in Ameri- 
canization and co-operates with the department of education 
in working for better educational facilities and a 100 per cent 
Americanism. It has established the policy of having a 
county Americanism committee in every county in the state 
composed of the post commanders in the county. It will also 
secure the services of a Legion Americanization Director, to 
aid in carrying on the work in Americanization and Ameri- 
canism. 

Teachers will make a serious mistake if they do not call 
upon the local post of the American Legion for help in getting 
up programs for special days, especially Armistice Day. The 
local post may also be able to help in the matter of attend- 
ance of children at school, securing a flag and flag pole, or- 
ganizing a night school, and in various other ways. 



Y. W. C. A. INTERNATIONAL INSTITUTE 

This organization is co-operating in Americanization work 
by sending a trained worker into South Dakota who will de- 
vote her entire time to home and social Americanization work. 
The Institute Director for the North Central states, Miss 
Bertha Clark, will also spend some time in this state. Miss 
Clark is considered one of the best home workers in the 
United States. 



PATRIOTIC AND CIVIC INSTRUCTION 141 

AMERICANIZATION EVENING SCHOOLS 

America was startled during The Great War by the dis- 
covery that millions of people are living in America who have 
never sworn allegiance to this nation; they have not acquired 
our language, know little or nothing of our history or govern- 
ment and are referred to by "Old-line Americans" as Italians, 
Greeks, Roumanians, etc. To remedy these conditions, Ameri- 
canization work has been undertaken in many communities. 
In 1919, the legislature of South Dakota passed an Americani- 
zation law, making the evening school a part of the public 
school system. 

This law provides for the establishment of evening 
schools to be in session four evenings a week for twenty-five 
weeks each year. Reading, writing and speaking English and 
the fundamental facts and principles in American history and 
Civics are taught in these schools. The schools are intended 
for people between the ages of 16 and 50 years of age who 
have never had opportunity to learn English; however, the 
first year a number of men over fifty years were enrolled. At- 
tendance of young people between the ages of 16 and 21 who 
have not finished the fifth grade is made compulsory. This 
provision is really applicable to only six or eight counties, for 
in other counties there are not enough of such young people 
in a community to organize an evening school. 

It should be borne in mind that, in the main, the evening 
school is for adults. Of the 625 people enrolled the first year, 
490 were over 21 years of age. Of the 135 young people in 
attendance not more than 35 were induced to attend because 
of the compulsory feature of the law. Compulsion is not in 
accord with the Americanization spirit. No other nation has 
been so successful in assimilating foreign peoples as America ; 
yet, it has used less compulsion than any other in the nation- 
alizing process. True, we now have about 10,000,000 aliens 
and 8,500,000 people who do not use our language; but we 
should remember that 33,000,000 people have come to us from 
Europe since Washington's time and that, for the decade 
1904-1914, immigrants came at the rate of 1,000,000 a year. 

Americanization is not an anti-foreign language move- 
ment ; instead Americanization workers, as a rule, are anxious 
to acquire the language of the people among whom they work. 
English, however, is the language of America. Every Ameri- 
can should be able to speak, read and write the language of 
this country; otherwise, we shall have misunderstandings. 
Mr. Roosevelt said that nothing will bring about America's 
destruction more certainly than to have little racial groups 
scattered over the country. "There is no such person as a 



142 PATRIOTIC AND CIVIC INSTRUCTION 

hyphenated American. A person cannot be an Irish-Ameri- 
can, Scandinavian-American, English-American or German- 
American. An American must be an American and nothing 
else." Unless we can unite all our people by means of com- 
mon language, literature, ideals, loyalty and understanding, 
every cablegram telling of national hatreds, jealousies, and 
rivalries in Europe will arouse like feelings here; we shall 
be swayed, not by the best interests of America, but by the 
old-world turmoil of hatreds and rivalries. Any person who 
hinders any man, woman or child in acquiring a better know- 
ledge of English than of any other language, is hindering the 
realization of a united America and doing irreparable injury 
to the person influenced. There can be no compromise on Mr. 
Roosevelt's statement — "An American must be an American 
and nothing else." 

There is need of a loyalty to our language as well as a 
loyalty to our constitution, laws, institutions and flag. Often 
"old-line Americans" fail to use the American language as 
they should. Pure diction, distinct articulation, correct 
pronunciation, reasonable freedom from slang, and clear, 
forceful expression of thought, should be considered by 
teachers as a phase of loyalty. At least teachers should ap- 
preciate our language. They should know it is used in half 
the area of the earth's surface inhabited by enlightened peo- 
ple; that it is the language of business, commerce and manu- 
facture; that it has twice as many words as any other lan- 
guage; that it serves the purposes of a practical, matter-of- 
fact, republican people like ours, better than any other language 
could ; that its use is being extended in the Philippines, South 
America and Africa; and that if a universal language is ever 
realized, it probably will be ours. Every American can help 
Americanism by using clear, forceful English in speaking and 
writing, just as he can help by showing respect for our flag 
and loyalty to our political institutions. 

Another phase of Americanization of interest to "old- 
line Americans" is the application of the "square deal" to 
New Americans. The use of a foreign language by an immi- 
grant is not nearly as un-American as the use of such odious 
names as "dago," "hunky", "sheeny", or "wop", by so-called 
Americans. The condescending, patronizing, disdainful atti- 
tude of some "Americans" toward the immigrant is altogether 
out of harmony with American ideals. Americanization in- 
volves a better appreciation of the heritage the immigrant 
brings to us, a willingness on our part to treat him in a 
sane, human, sympathetic way, and an effort to act out 
American ideals in our dealings with him. Most immigrants 
learn to admire, love and respect individual Americans be- 



PATRIOTIC AND CIVIC INSTRUCTION 143 

fore they learn to love America. This is why Americanization 
can never succeed as it should until practically all genuine 
Americans realize its spirit and purpose. It is a great patrio- 
tic work just as the Red Cross and War Relief work were in 
1917-18; it deserves the same support from loyal Americans. 

The most specific, concrete and definite Americanization 
work is done in the evening school. Serious-minded men and 
women with a definite purpose in mind, under the direction 
of a tactful teacher, make remarkable progress. We had read 
of the wonderful work done in the large cities of the east and 
of men who had learned to read and write in the "moonlight" 
schools in Kentucky in six weeks time. We could hardly be- 
lieve these reports; but we have already duplicated them in 
our own state. The letters and quotations from evening 
school pupils given elsewhere in this bulletin are positive 
proof of the value of this work. 

Most of the men and women in our evening schools are 
able to speak English, which partly accounts for their rapid 
progress. Because of their ability to understand English, oral 
work in history and civics may be given from the beginning 
of the course. The work in English is based on some text 
written for adults such as: 

English for New Americans, by Field & Coveney; Silver 
Burdette Co., Chicago, 111. 

How to Learn English by Pryor & Ryan ; MacMillan Co., 
Chicago. 

Country Life Readers by B. F. Johnson Publishing Co., 
Richmond, Va. 

THREE CLASSES OF EVENING SCHOOLS 

1. Aberdeen, Sioux Falls and Lead have organized 
Americanization work under the direction of a trained work- 
er, known as "City Director of Americanization." In Aber- 
deen and Sioux Falls the director gives all her time to the 
work. In each of these two cities, the director has from six 
to twelve evening school teachers working under her direction, 
besides a number of volunteer home teachers. The trained 
city director seems to be the best solution of the Americaniza- 
tion problem in cities with a considerable immigrant popula- 
tion and these South Dakota cities have attained considerable 
prestige as pioneers in the movement. 

2. The village evening school is usually in charge of the 
principal, assisted by one, two or three additional teachers. 
These schools are attended by farm people within a radius 
of five miles as well as by village people. The evening schools 
of Java, Freeman, Tripp and Menno are examples of this class. 
Some of these schools have been commended by the National 



144 PATRIOTIC AND CIVIC INSTRUCTION 

Bureau of Naturalization and by Americanization leaders of 
National prominence. 

3. Very successful evening schools have been maintain- 
ed in the one-room country school. Excepting the "Moon- 
light" schools of Kentucky, South Dakota probably ranks first 
in the development of the open country evening school. The 
attendance in these evening schools was much better than the 
attendance in the city or village evening school. Distance 
does not seem to be a serious impediment. When roads per- 
mit, some come in automobiles and there are plenty of idle 
horses on the farm in the winter time. 

Instead of being the most unfavorable location for an 
evening school, the open country seems to have many advan- 
tages. In the city and even in the villages, there are "movie" 
shows, athletic contests, lecture courses, dances and other 
social affairs, tending to interfere with evening school attend- 
ance. In villages the stores are frequently open in the even- 
ing, making it difficult for people working in them to attend 
evening school. None of these hindrances exist in the coun- 
try. On the contrary, the evening school is a pleasing diver- 
sion, a means of social intercourse, and a kind of substitute 
for entertainment. Indeed, the tactful evening school teacher 
makes the work so interesting that it is almost entertaining, 
and varies the program by an occasional social affair. The 
possibilities of the rural Americanization school are almost 
unlimited. Probably in no other phase of educational work 
has South Dakota the same opportunity to render a distinct 
service to America as in the development of the open-country 
evening school. 

The one essential factor in the country evening school is 
a capable teacher. It is not at all necessary that she have 
special training for the work, provided she has ambition 
enough to read bulletins and books on Americanization and 
adult instruction. As a rule she should have had some ex- 
perience or at least be mature enough to inspire confidence. 
She must realize that the pupils must be treated as adults. 
Day school methods and regulations cannot be used in the 
evening school. She must be tactful, sympathetic, patient 
and not too exacting. Above all she must realize that she is 
performing a patriotic service — the greatest patriotic service 
possible in peace times. 

The evening school teacher receives $2.00 per evening for 
her work. This is paid by the school board, but at the end of 
the term the state re-imburses the district for one-half of the 
amount thus expended. Where adults constitute the evening 
classes, it is not absolutely necessary to hold four sessions a 
week or to maintain school for twenty-five weeks. 



PATRIOTIC AND CIVIC INSTRUCTION 14S 

The evening school aids the day school work. The teach- 
er, knowing the parents intimately, secures their co-operation. 
The importance of school work is better realized by the people 
and they are more willing to vote taxes for school purposes, 
provide needed equipment and keep their children in school. 
The children look upon school work in a different light when 
their parents attend evening school and delight in helping 
them. 



RECEPTION TO NEW CITIZENS 

Aberdeen initiated a plan for recognizing people who have 
passed the naturalization examination which has been com- 
mended by the U. S. Naturalization Bureau. The new citizens 
and their wives, (who are also new citizens) are invited to a 
banquet given by the Commercial Club. Besides the new 
citizens, the Mayor, City Superintendent, Circuit Judge, di- 
rectors of the club, evening school teachers, Clerk of Courts 
and other "old-line Americans' 7 are invited. The American 
Legion Post also tenders a reception to the new citizens in 
the city auditorium. Hundreds of citizens assemble here 
while the banquet is being served. After the banquet, the 
guests march over to the auditorium. One of the new citi- 
zens, carrying an American flag, leads the procession. When 
the new citizens enter the hall, the audience rises and remains 
standing until the new citizens are seated as the honor guests. 
A program is then given, consisting of music, singing and 
talks by the Circuit Judge, Mayor, City Superintendent and 
by members of the class. Boy Scouts act as ushers and, at 
the close of the meeting, raise an American flag, the entire 
audience giving the flag salute. After adjournment, the 
Ladies Auxiliary of the American Legion serves light re- 
freshments, while old and new citizens mingle together 
socially. The D. A. R. distribute copies of the American 
constitution to the new citizens. The banquet and reception 
impress old as well as new citizens with the privileges and re- 
sponsibilities of American citizenship. Such exercises are 
well worth while and should become a regular feature of the 
admission of new citizens. It is not solely for the benefit of 
the new citizens; the "old line Americans" thoroly enjoy it 
and profit from it as well. Pleased as the new citizens seem 
to be over the citizenship reception, Commercial Club mem- 
bers, Legion men and Auxiliary ladies seem just as pleased. 
No more effective Americanization exercise has yet been de- 
vised than the reception to new citizens. 



146 PATRIOTIC AND CIVIC INSTRUCTION 

INDIVIDUAL INSTRUCTION 

The Bureau of Naturalization is calling for volunteer 
teachers to teach individual pupils who desire to learn Eng- 
lish or to prepare for the naturalization examination. The 
U. S. Students Text for this purpose may be obtained free 
by writing Hon. R. S. Coleman, Chief Naturalization Exam- 
iner, St. Paul, Minn. 

This is as genuine an appeal to patriotic citizens as was 
Red Cross work during the war. Many of our teachers have 
responded but there should be ten times as many. The teach- 
er who teaches one adult to read English earns his everlasting 
gratitude and performs a notable patriotic service. Com- 
munities should take up this work and see that every person 
desiring a teacher is provided with one. An excellent slogan 

for a community would be "Everyone in over eight 

and under fifty years of age able to read and write English 
in 1925." Not only teachers, but business and professional 
men, farmers, public spirited ladies, high school students and 
even grammar grade pupils might be induced to help in this 
work if it were looked upon as patriotic service and made a 
matter of civic pride. The local American Legion Post and 
Ladies Auxiliary might initiate the movement for a 100 per 
cent literacy in English by 1925; or the local high school 
might take it up and secure the co-operation of the Commer- 
cial Club, pastors, teachers, ladies' clubs and other organiza- 
tions. It should be borne in mind that an adult of average in- 
telligence, who is educated in his own language and speaks 
English, can learn to read English sufficiently to pass a liter- 
acy test in three months if given proper assistance. A man 
can learn to sign his name in one lesson, write his own checks 
in a few weeks and write short letters in a few months. 
There are very few people in South Dakota who do not speak 
English. This makes our task of teaching adults to read 
comparatively easy. Our State Historian, Doane Robinson, 
claims that if the wards of the Federal Government were not 
counted, South Dakota would rank first in literacy in the 
Union. What a proud record we would have if we could say, 
in 1925, that every person over eight and under fifty years is 
able to read and write the American language. 



PATRIOTIC AND CIVIC INSTRUCTION 147 



ENGLISH ALONE NOT AMERICANISM 

The teaching of English has been emphasized; but it 
should be remembered that it is a means to an end and not 
the end itself. Many anarchists, communists, and I. W. W.'s 
are adept in using the English language. Philip Nolan cursed 
the United States in English; Lafayette prayed for it in 
French. Language does not necessarily mean loyalty; but it 
makes possible the acquiring of knowledge that inspires loy- 
alty. The very act of teaching an immigrant is in itself, 
aside from any educational result, an evidence of friendliness 
and fellowship. Almost from the beginning, the pupil is 
taught to admire our great heroes and statesmen; indeed our 
soldiers say they frequently found pictures of Lincoln in 
English, French, Belgian, Italian and even German homes in 
Europe. Lincoln is a great hero wherever he is known among 
the common people. Mary Antin tells in "The Promised 
Land" how proud and happy she was when she learned that 
even she, a little Jewish girl whose parents had been perse- 
cuted, despised and spurned in her old home in Europe, could 
claim to be a citizen of Lincoln's country. Half hysterical, 
crying and laughing with joy, she ran to her home and told 
her father he was a fellow-citizen of Lincoln's ! 

The New American, in just a few lessons, can be taught 
the meaning of the stars and stripes on the flag and the eti- 
quette of the flag — too often not known or practiced by "old- 
line Americans." They can learn to sing America and the 
Star Spangled Banner — music appeals to our immigrant 
friends more than to Americans. Later they can learn the 
flag salute, the pledge to the flag, America's Creed, and read 
some of our beautiful tributes to America and to its flag. All 
this tends to produce an emotional response to America. 

Finally the interest of "old-line Americans" in the in- 
struction of New Americans tends to develop a kindlier, more 
sympathetic, more Christian attitude towards our immigrant 
friends. We learn that they are very sensitive; for example, 
we learn not to use a book that is written for "Foreigners." 
We learn that they resent being ridiculed, laughed at, or being 
called odious names ; that a condescending, patronizing, "want 
to uplift" attitude is sure to antagonize them. We discover 
that they are pleased when they find we do not despise their 
language, customs or dress; that they are delighted when we 
show them that we know and appreciate the great statesmen, 
artists and musicians that their former country produced. In 
short, contact with New Americans reveals the fact that 
they are very, very, much like ourselves. This simplifies the 
task of Americanization — we must act toward the New Ameri- 



148 PATRIOTIC AND CIVIC INSTRUCTION 

can just as we would like to be treated T ere we in his place. 
In fact, the teaching of English and L^otory is wasted, if in 
the little community in which the New American "lives, 
moves and has his being," so-called Americans exploit him in 
business, look down upon him, ridicule him and treat him as a 
kind of missing link between lower animals and man. If 
there were not a single evening school in South Dakota, 
Americanization work would be worth while, if it results in 
American attitudes towards the immigrant. One of the most 
pleasing results of the work is that South Dakota boys and 
girls no longer use odious names in speaking of the immi- 
grant, nor do they make fun of his dress or his speech. They 
do not draw racial lines on the playground nor look down 
upon the child from a New American's home. Of course, 
there are some exceptions; just as we had "slackers" during 
the war among the men, so we have "slackers" in school — 
young people who are not really American at all but who 
should be very happy in some foreign country as "princes" or 
"pricesses". There is hope for them, however; for American 
boys and girls, once they understand the true American spirit, 
are likely to take care of the "slacker" and make a good 
American out of him even if they are a little rough in doing 
it. We have no place for snobbishness in South Dakota 
schools no more than we have place for "titles of nobility." 
If our schools are made genuinely American perhaps some of 
our New Americans will give them more loyal support. The 
acting out of the American square deal in our every day life 
is just as important in Americanization as evening school work. 
An American Legion resolution states that "Ultimately, the 
best safe-guard against disloyalty and radicalism is simple jus- 
tice to all." The day school can do much for Americanization 
by treating the immigrant's child in a truly American way. 
Mr. Dennis McCarthy in his poem on "Americanization" tells 
what not to do in the first and second stanzas and what to 
DO in the last. 



PATRIOTIC AND CIVIC INSTRUCTION 14! 



AMERICANIZATION 

Call him a dago, a hunkie, a wop ; 
Treat him as someone insane and inferior; 
Turn up your nose at his house and his shop, 
Show yourself thus his decided superior. 
Sneer at his gestures and laugh at his speech ; 
Always applaud when your funny man guys him, 
Then when you've widened and deepened the breach, 
Weep that you cannot Americanize him! 

Has he a houseful of children ? Oh, my ! 
What an example of gross impropriety! 
Doesn't he know some Americans cry 
Out on a menace like this to society? 
How car we hope to enlighten his mind? 
What can we do if the prudent despise him? 
Where for such families a home can we find? 
How can we hope to Americanize him? 

What of his background and what of his race ? 
What of his culture inherent or national ? 
Questions like these enter into the case; 
Relevant they to a matter so rational. 
Let us get down to the rock-bottom fact — 
Oft 'tis our prejudice only that tries him; 
Treat him with knowledge and justice and tact — 
That is the way to Americanize him. 



150 PATRIOTIC AND CIVIC INSTRUCTION 

COMMENTS BY EVENING SCHOOL PUPILS 

"My isn't it too bad they didn't start these schools be- 
fore. Just see all I have missed." — Java Pupil. 

"I have been thirty-two years in America and all that 
time I have been unable to read and write the American 
Language. Now I can read the letters from my brothers' 
folks in Colorado and also my business letters. I wouldn't 
have missed the night school for anything." — Well-to-do- 
Farmer. 

A man sixty years of age said one evening at Wallace, 
Clark County, "I must hurry home or I will be late for night 
school. I wish we had these evening schools forty years ago." 

A Norwegian lady who had (according to her children's 
report) never spoken English went home from the first ses- 
sion of evening school and said, "I speak English now." 



AFTER A VERY CREDITABLE EXAMINATION 

Judge: "Is there anything else you wish to say?" 

Applicant: "I wish to thank you, Honorable Judge, for 
the opportunity to attend an Americanization evening school 
and learn about our government." 

"In Russia they do not even provide schools for the little 
children; but in America they provide schools for us grown- 
ups who have come here from other countries. # I thank God 
for sending me to America and for giving me these fine teach- 
ers and this school." — Menno Evening School Pupil. 



PATRIOTIC AND CIVIC INSTRUCTION 151 

LETTERS FROM EVENING SCHOOL PUPILS 
Dear Mr. Guhin : 

Ever since I began to understand and speak the Ameri- 
can language, I have wished for a night school for those who 
could not read, write and speak readily. 

Twenty-one weeks ago a night school was started in 
Java. I began to go right away because I was anxious to 
learn and have attended regularly. During this first few 
weeks of night school it was very hard for me because I 
didn't have an education in any language. 

Now after going to school this short time, I can clerk in 
the store without trouble because I can write out order slips 
and put up orders. I can write letters to my friends and 
read those that I get. I am proud of this night school be- 
cause it has done many people much good. I certainly shall 
go as long as I can. 

Yours truly, 

Mrs. A. Lange. 

My dear Friend: 

Several weeks ago you wrote me a letter asking about 
our Night School. Our Night School began last fall, October, 
and we had Night School twenty-one weeks now. I can tell 
you that we learned a great deal in reading, writing, spelling 
and talking. I do not hope that you think I am elated, no, 
but I am proud. I can write a small letter and we also learned 
to write checks and I can do it if I have money in the bank. 

Will you visit me next summer? If you will come to me 
I will tell you a great deal more about our Night School. 

Sincerely yours, 

Mrs. G. Kirchdoeffer. 



NIGHT SCHOOL 
I am fifty-one years Old now and this is the first year 
that I have ever had American schooling. I now had sixteen 
weeks of school and surely learned a lot. Before I went to 
school I could not read or write the American language, but 
now I can read any newspaper or book and the exact meaning 
of it. I surely am glad that we had night school this winter 
and hope that we will have some more night school next 
winter so that I can get along better with the American 
people and be able to read the American newspapers better. 

Sincerely, 

Simon Gimbel. 



152 PATRIOTIC AND CIVIC INSTRUCTION 

Night School. 

I will add my opinion regarding night school. I have 
been a pupil in the night school since it started in this town. 
Am very glad to have the opportunity to do so which was 
denied me in school days. It has helped me in many ways 
and I am sure this is the same opinion that our whole class 
has. I also must mention Mr. Giffen who surely has had a lot 
of patience and hard work with us all. 

Yours truly, 

Dear Friend and Night School Teacher: 

I am going to work to Sioux City. I am going to work 
in my cousins restaurant. 

To-night is the last night I will be in school. I am very 
sorry that I must quit school but if I come more. 

I am also sorry that I did not see you to-night to say 
"goodby" so I am writing your letter. I am going give you 
my address. 

I wish you thanks for your kindness to me. 

Yours very truly, 

George Poulos. 

5|C Sj« 5jC SjS 

Compare these letters with the following received by a 
county superintendent from a young man born in South Da- 
kota; then answer the question: "Should the compulsory 
school attendance law be enforced?" 

"Dere ser; Rescevd, 

I will led you no that I cand go to scoul. 

I paist the fourd grad and some other higher grads. 

I whout send you my report card bout I cand find it no more 

1 11 to all the trought thads onosto good, (honest to God) . 

Im twenty two years old. 



PATRIOTIC AND CIVIC INSTRUCTION 153 



A CITIZEN'S EDUCATIONAL CREED 

I believe that education is the strong defense of a free 
nation, and that ignorance is a curse to any people. I believe 
that the free public school system of the United States is the 
best guarantee of the rights vouchsafed to us by the consti- 
tution. I believe further that the public schools of the land 
are the cradle of our democracy and that in the class-rooms 
and upon the playgrounds where the sons and daughters of 
street-sweeper and railroad magnate, of day-laborer and 
multi-millionaire meet upon an equal footing and stand upon 
their own individual merits, the lessons of democracy and fra- 
ternity are best taught. I believe that the hope of America 
is in her youth, and that the battle ground of the world is the 
heart of the child, and that government fails at its source 
when it ceases to make ample provision for the development 
and nurture of its future citizens. 

I believe that as the lighthouse stands off the rocky coast 
as a warning to mariners of the treacherous shoals that lie 
hidden, so the light which emanates from the "little red 
schoolhouse" will steer the ship of State through the 
troublous times ahead. I believe that as sunlight is the best 
dispeller of the disease laden germs, so the light of universal 
knowledge which is propagated from the public school is the 
best guardian of the land. 

FRED L. SHAW, 
Superintendent of Public Instruction of South Dakota. 



154 PATRIOTIC AND CIVIC INSTRUCTION 

A CHRISTMAS PRAYER FOR AMERICA'S NEW YEAR 

M. M. Guhin 
State Director of Americanization of South Dakota 



LORD OF NATIONS: Who promulgated the everlasting 
principles of justice, equality and law-limited liberty upon 
which this Republic is founded ; Who has granted us manifold 
blessings and preserved us as a free, united and self-governing 
people 

"Be with us yet, lest we forget; 
Lest we forget." 

Save us, Lord, from the hidden dangers of great power 
and affluence. Teach our men of wealth that, if they graft, 
profiteer, or exploit labor, they are destroying America by 
poisoning the faith upon which it is based. Teach our 
laborers that honest, conscientious, painstaking labor is 
needed if America is to endure. Protect us from the siren 
song of class hatred and class consciousness. 

"When Faith (among laborers) is lost 
When Honor (among capitalists) dies 
The Man (the State) is dead." 

Teach Capital and Labor — teach our cities — to appreciate 
the farmer and his problems and thus ward off the appalling 
perils of decreased production and a hopeless tenantry that 
threaten us as cities grow and country dwindles. 

Save us from the insidious teachings of those who do not 
believe in God, man, nor America; protect our cherished in- 
stitutions of home, state, church and school. Aid us in trans- 
lating "Our Father" into "We, the people"; "The Golden 
Rule" into the "American Square Deal"; the "Sermon on the 
Mount" into generous donations to the millions of starving 
Innocents of blood-stained Europe; and "What ye have done 
to the least of these" into the inalienable American right of 
every American child to a common school education in the 
American language. 

Save us, Lord, from the waves of racial hatreds that 
daily come to us from war-ridden Europe. Help us to realize 



PATRIOTIC AND CIVIC INSTRUCTION 155 

a "League of Peoples" here at home with one loyalty, one 
flag, one nation and one common language — "A world's ex- 
periment station in human brotherhood." Help us to under- 
stand, appreciate and esteem each other, whatever our race, 
color or creed. Lead us not to think we are "Thy chosen 
people" but we have chosen Thee as our Guide. Then, when 
we have shown the world that people of sixty different races 
may live in perfect harmony, a World League founded on 
Thy teachings and "Peace on Earth" may be realized. 

Make us, Lord, more Christian and less bigoted; more 
idealistic and less materialistic; more law-abiding and less 
mob-ruling; more zealous in our duties, less jealous of our 
rights; more conscious of our responsibilities, less insistent 
on our privileges; more respectful of authority, less critical 
of those in authority; more inter-national but not less na- 
tional; more concerned with fundamental principles of right, 
less prone to yield to expediency. Keep us a sane, patient, 
virile Christian people; and, above all, give us peace — "A 
JUST and LASTING peace among ourselves and with all 
nations." 




156 PATRIOTIC AND CIVIC INSTRUCTION 

PRESIDENT'S CABINET 1921-1925 



.Secretary of State. 
Secretary of the Treasury. 
.Secretary of War. 
.Attorney General. 
.Postmaster General. 
.Secretary of the Navy. 
.Secretary of the Interior. 
.Secretary of Agriculture. 
.Secretary of Commerce. 
.Secretary of Labor. 
.Secretary of Social Justice? 

.Speaker of U. S. House of 

Representatives. 
.President Pro Tern of U. S. 

Senate. 
Ambassador to England. 

.Ambassador to France. 

Ambassador to Italy. 

.Ambassador to Germany. 



STATE 



Speaker of House of Rep- 
resentatives. 

President Pro Tern of Sen- 
ate. 

State Sheriff. 

.State Game Warden. 



PATRIOTIC AND CIVIC INSTRUCTION 157 

RECORD OF SOCIAL SERVICE ACTS PERFORMED BY 

INDIVIDUAL PUPILS IN SCHOOL, 

COUNTY 



Include only acts of special merit such as winning county 
or state prizes; acts of bravery, and self-sacrifice; distinctive 
service rendered to community or to an individual in need; 
giving up a confirmed bad habit such as smoking cigarettes 
or swearing; exceptional work as a student; unusual help 
rendered to the teacher or school; other activities suggested 
in this bulletin as specially meritorious. No record should be 
made unless the teacher is satisfied that it will be approved 
by the county superintendent. 



158 PATRIOTIC AND CIVIC INSTRUCTION 

RECORD OF SOCIAL SERVICE ACTS OF 
SCHOOL. 



Include such activities as hot lunches, school entertain- 
ments, inter-school events, evening school, improvement of 
school grounds, helping any state or United States depart- 
ment or other activity suggested in this bulletin as having 
social merit. 



PATRIOTIC AND CIVIC INSTRUCTION 159 

INDEX 

Page 

Greetings from Governor Norbeck 2 

Foreword 3 

Acknowledgement 5 

Special Days 7 

"What Our Flag Means" 8 

September Labor Day 9 

September 14 — National Hymn Day 13 

Etiquette of the Flag 17 

October 12 — Columbus Day 20 

November 2 — South Dakota Day 24 

Election Day — November 24 

Fourteen Facts Every South Dakotan Should Know 33 

November 11, 1918 — Armistice Day 35 

South Dakota in the World War 42 

November 25 — Thanksgiving Day 43 

December 21 — Grandfathers Day 43 

December 25 — Christmas Day 47 

February 12 — Lincoln's Birthday 5 3 

February 22 — Washington's Birthday 56 

March 4 — Inaugural Day 61 

April Arbor Day 63 

May 8 — Mother's Day 75 

May 30 — Memorial Day 77 

Flag on Public School Grounds 85 

Flag Days in South Dakota Schools 88 

United States Constitution 92 

Fourteen Things Every American Should Know 97 

Population of 18 Largest Cities in United States, 1920 98 

Population of United States by States, 1920 9 8 

Mock Cabinet Meeting 100 

Election Day 105 

Mock Election 106 

Methods of Conducting an Election 108 

Liberty and Law, An Intersting Discussion of Ill 

Young Citizens League 113 

Safety First 113 

Fire Prevention 115 

First Aid 115 

Health and Happiness Club 115 

Swat the Fly and Mosquito 116 

Thrift 117 

Kindness to Animals 118 

Protection of Birds 119 

Public Welfare Work 119 

Newspaper Reading 120 



160 



PATRIOTIC AND CIVIC INSTRUCTION 



Page 

Junior Red Cross 121 

Boys' and Girls' Clubs 122 

County Nurse 122 

Traveling Libraries 123 

Peace Time Heroes 125 

Boy Scouts, Camp Fire Girls and Girl Scouts 130 

Public School Athletics 132 

One Day of Appreciation in America 134 

Organizations Helping in Americanization Work 138 

Our New Officers 139 

Song — "I Salute Thee, Old Glory" 140 

Americanization Evening Schools 141-152 

A Citizen's Educational Creed 153 

A Christmas Prayer for America's New Year . . 154-155 

The President's Cabinet 156 

Record of Pupils' Social Service Acts .157 

Record of School's Social Service Acts 158 

Index 159-160 



Hippie Printing Co., Pierre, S. D. 





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